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T  H  E  Instructor 


JANUARY        1969 


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At  This  New  Year  Let  Us  Determine  To  Have  .  .  . 

More  Spirituality 
In  Our  Daily  Lives 


by  President  David  0.  McKay 


There  is  a  saying  by  the  Apostle 
Paul  that  "to  be  carnally  minded 
is  death;  but  to  be  spiritually 
minded  is  life  and  peace."  (Ro- 
mans 8:6.) 

Carnal  relates,  as  you  know,  to 
the  physical.  It  includes  sensual- 
ity. But  I  have  in  mind  our  physi- 
cal surroundings  and  our  animal 
instincts;  the  anger  that  comes  to 
us;  the  unpleasant  words  that  are 
spoken,  making  life  unpleasant, 
rather  than  emphasizing  the  spiri- 
tual side,  the  real  side  of  our 
natures. 

At  the  beginning  of  this  New 
Year,  this  text  was  particularly 
emphasized  to  me  by  a  report  of  unpleasantness  in  a 
home  which  made  me  wonder  why  we  cannot  empha- 
size spiritual  attitudes  in  our  homes  instead  of  un- 
pleasant attitudes,  and  why,  having  before  us  the 
admonitions  of  the  Lord,  all  the  opportunities  offered 
by  the  Church,  we  cannot  express  spiritual  attitudes 
every  day  of  our  lives.  What  good  is  religion  if  it  does 
not  make  our  daily  lives  better?  Why  need  there  be 
emphasis  put  upon  the  carnal  side  of  our  natures? 
True,  that  is  the  natural  reaction  for  all  animals. 
But  having  in  our  possession  the  high  principles  of 
the  gospel  as  revealed  through  Christ,  why  cannot 
members  of  the  Church,  in  the  home  particularly, 
in  school,  and  in  all  their  associations,  emphasize  the 
spiritual  side  of  their  natures  instead  of  the  carnal 
side? 

The  Animal  Plane 

Through  a  letter  I  learned  of  a  condition  which 
I  think,  so  far  as  members  of  the  Church  are  con- 
cerned, is  absolutely  inexcusable.  A  husband  and 
wife  quarreling — the  husband  demeaning  himself  to 
such  an  extent  as  to  curse  his  wife,  and  in  a  mad 


(For  Course  12,  lesson  of  January  19,  "A  Leader  Serves  the 
Lord";  for  Course  14,  lesson  of  January  26,  "Mortality";  for  Course 
16,  lessons  of  March  9  and  16,  "Sin"  and  "Overcoming  Sin";  for 
Course  18,  lesson  of  January  5,  "The  Worth  of  the  Individual"; 
for  Course  26,  lesson  of  March  30,  "I  Say  Unto  You,  Be  One";  for 
Course  30,  lesson  of  February  16,  "Candidates  for  Godhood";  to 
support  family  home  evening  lesson  28;    and  of  general  interest.) 


fit  of  rage  overturning  a  table 
spread  with  dishes — a  creature  in 
the  form  of  a  man  harboring  the 
nature  of  an  animal!  A  man  in 
such  a  mental  state  that  the  anger 
itself  does  him  more  harm  than 
the  condition  which  aroused  his 
anger;  and,  in  reality,  he  suffers 
more  from  the  vexation  than  he 
does  from  the  acts  that  aroused 
that  vexation. 

I  wonder  how  long  it  will  take 
us  to  realize  that  in  matters  of 
TEMPER  nothing  can  bring  us 
damage  but  ourselves — we  are 
responsible  for  what  helps  us  and 
for  what  injures  us — that  the  harm 
each  one  sustains  he  carries  about  with  him,  and 
never  is  he  a  real  sufferer  but  by  his  own  fault. 
I  think  you  get  that  thought — and  yet  the  tendency 
of  each  one  is  to  blame  somebody  else;  the  wife 
blaming  the  husband;  the  husband  blaming  the 
wife;  children  finding  fault  with  the  parents  when 
the  fault  lies  with  themselves.  If  in  the  dignity  of 
manhood,  such  a  man  would  cease  to  magnify  his 
troubles;  would  face  things  as  they  really  are;  recog- 
nize blessings  that  immediately  surround  him; 
cease  to  entertain  disparaging  wishes  for  another, 
how  much  more  of  a  man  he  would  be,  to  say 
nothing  about  being  a  better  husband  and  a  more 
worthy  father!  A  man  who  cannot  control  his  tem- 
per is  not  very  likely  to  control  his  passions,  and 
no  matter  what  his  pretensions  in  religion,  he 
moves  in  daily  life  very  close  to  the  animal  plane. 

The  Real  Person 

Religion  is  supposed  to  lift  us  onto  a  higher 
level.  Religion  appeals  to  the  spirit  in  man,  the  real 
person,  and  yet  how  often,  notwithstanding  our 
possessing  a  testimony  of  the  truth,  we  yield  to 
the  carnal  side  of  our  nature.  The  man  who  quar- 
rels in  his  home  banishes  from  his  heart  the  spirit 
of  religion.    A  mother  in  this  Church  who  would 

(Continued  on  following  page.) 


JANUARY      1969 


MORE  SPIRITUALITY  IN  OUR  DAILY  LIVES     (Continued  from  preceding  page.) 


light  a  cigarette  in  the  home  is  yielding  to  the 
carnal  side  of  her  nature.  How  far  below  the  ideal 
of  the  Church!  Any  quarreling  in  the  home  is  an- 
tagonistic to  the  spirituality  which  Christ  would 
have  us  develop  within  us,  and  it  is  in  our  daily 
lives  that  these  expressions  have  their  effect. 

Man  is  making  great  progress  in  science  and 
invention,  far  greater  than  ever  before,  but  he  is 
not  making  comparable  progress  in  character  and 
spirituality. 

I  read  a  while  ago  of  a  remark  of  General  Omar 
N.  Bradley,  a  former  Army  Chief  of  Staff,  who  on 
one  occasion  said: 

With  the  monstrous  weapons  man  already  has, 
humanity  is  in  danger  of  being  trapped  in  this 
world  by  its  moral  adolescence.  Our  knowledge  of 
science  has  clearly  outstripped  our  capacity  to  con- 
trol it. 

We  have  too  many  men  of  science;  too  few  men 
of  God.  We  have  grasped  the  mystery  of  the  atom 
and  rejected  the  Sermon  on  the  Mount.  Man  is 
stumbling  blindly  through  a  spiritual  darkness 
while  toying  with  the  precarious  secrets  of  life  and 
death. 

The  world  has  achieved  brilliance  without  wis- 
dom, power  without  conscience.  Ours  is  a  world 
of  nuclear  giants  and  ethical  infants.  We  know 
more  about  war  than  we  know  about  peace,  more 
about  killing  than  we  know  about  living.1 

Our  living  comes  hourly  and  daily  in  the  home, 
in  our  associations  in  business  affairs,  in  meeting 
strangers.  It  is  our  attitude  during  daily  contacts 
which  shows  whether  we  are  appealing  to  the  car- 
nal or  to  the  spiritual  within  us  and  within  those 
with  whom  we  associate.  It  is  a  daily  matter.  I  do 
not  know  whether  we  can  get  the  thought  over  or 
not.  And  it  is  within  the  power  of  each  one  to  suc- 
ceed, especially  members  of  the  Church,  who  make 
pretensions  of  faith.  You  cannot  imagine  a  real,  true 
Christian,  and  especially  a  member  of  this  Church, 
swearing  at  his  wife.  Why,  it  is  inconceivable  that 
such  a  thing  as  that  could  occur  in  a  home,  and 
especially  with  children  around.  How  can  anyone 
justify  parents  quarreling  in  front  of  children?  In 
the  instance  to  which  I  have  referred,  the  man  (I 
should  say  the  brute)  even  struck  his  wife.  Such 
a  thing  should  never  be.  That  is  out  of  the  life  of 
Church  members. 

Christ  has  asked  us  to  develop  the  spiritual 
within  us. 

Man's    earthly   existence   is   but   a   test    as   to 


whether  he  will  concentrate  his  efforts,  his  mind,  his 
soul  upon  things  which  contribute  to  the  comfort 
and  gratification  of  his  physical  nature,  or  whether 
he  will  make  as  his  life's  purpose  the  acquisition 
of  spiritual  qualities. 

Every  noble  impulse,  every  unselfish  expression 
of  love,  every  brave  suffering  for  the  right;  every 
surrender  of  self  to  something  higher  than  self; 
every  loyalty  to  an  ideal;  every  unselfish  devotion 
to  principle;  every  helpfulness  to  humanity;  every 
act  of  self-control;  every  fine  courage  of  the  soul, 
undefeated  by  pretense  or  policy,  but  by  being,  do- 
ing, and  living  of  good  for  the  very  good's  sake — 
that  is  spirituality!2 

The   Little  Things 

The  spiritual  road  has  Christ  as  its  ideal — not 
the  gratification  of  the  physical,  for  he  that  will 
save  his  life,  yielding  to  that  first  gratification  of  a 
seeming  need,  will  lose  his  life,  lose  his  happiness, 
the  pleasure  of  living  at  this  present  time.  If  he 
would  seek  the  real  purpose  of  life,  the  individual 
must  live  for  something  higher  than  self.  He  hears 
the  Savior's  voice  saying:  "I  am  the  way,  the 
truth,  and  the  life."  (John  14:16.)  Following  that 
voice  he  soon  learns  that  there  is  no  one  great  thing 
which  he  can  do  to  attain  happiness  or  eternal  life. 
He  learns  that  "Life  is  made  up,  not  of  great  sacri- 
fices and  duties,  but  of  little  things,  in  which  smiles 
and  kindness,  and  small  obligations  given  habitually 
are  what  win  and  preserve  the  heart  and  secure 
comfort."3 

Spirituality,  our  true  aim,  is  the  consciousness 
of  victory  over  self,  and  of  communion  with  the  In- 
finite. Spirituality  impels  one  to  conquer  difficulties 
and  acquire  more  and  more  strength.  To  feel  one's 
faculties  unfolding,  and  truth  expanding  in  the  soul, 
is  one  of  life's  sublimes t  experiences. 

The  man  who  sets  his  heart  upon  the  things  of 
this  world,  who  does  not  hesitate  to  cheat  his 
brother,  who  will  lie  for  gain,  who  will  steal  from 
his  neighbor,  or,  who,  by  slander,  will  rob  another 
of  his  reputation,  lives  on  a  low  animal  plane  of 
existence,  and  either  stifles  his  spirituality  or  per- 
mits it  to  lie  dormant.  To  be  thus  carnally  minded 
is  to  be  spiritually  dead. 

Life  is  an  ever-flowing  river  on  which  one  em- 
barks at  birth  and  sails,  or  is  rowed,  for  forty,  fifty, 
seventy,  eighty,  or  more  years.  Every  year  that 
passes  goes  into  an  eternity,  never  to  return;  yet 
each  carries  with  it  into  the  past  no  personal  weak- 
ness, no  bodily  ailment,  no  sorrow,  no  laughter,  no 


Washington   Daily   News,    November    12,    1948. 


2Source  unknown. 
;iSir  Humphrey  Davy. 


THE      I  NSTRUCTOR 


thought,  no  noble  aspirations,  no  hope,  no  ambition; 
all  these,  with  every  trait  of  character,  every  in- 
clination, every  tendency,  remain  with  each  indi- 
vidual. In  other  words,  our  lives  are  made  up  of 
daily  thoughts  and  actions.  We  may  resolve  to  let 
all  our  sorrows  and  weaknesses  go  with  the  passing 
time,  but  we  know  that  every  thought,  every  in- 
clination, has  left  its  indelible  impression  upon  our 
souls,  and  we  shall  have  to  deal  with  it  today. 

A  Well-Spent  Day 

So  live,  then,  that  each  day  will  find  you  con- 
scious of  having  willfully  made  no  person  unhappy. 
No  one  who  has  lived  a  well-spent  day  will  have  a 
sleepless   night   because   of   a   stricken   conscience. 

Daniel  Webster  once  said  that  the  greatest 
thought  that  ever  occupied  his  mind  was  the  realiza- 
tion of  the  fact  that: 

There  is  no  evil  we  cannot  face  or  flee  from  but 
the  consequences  of  duty  disregarded.  A  sense  of 
duty  pursues  us  ever.  It  is  omnipresent  like  the 
Deity.  If  we  take  to  ourselves  the  wings  of  the 
morning,  and  dwell  in  the  uttermost  parts  of  the 
sea,  duty  performed  or  duty  violated  is  still  with 
us,  in  the  darkness  as  in  the  light,  our  obligations 
are  yet  with  us  for  our  happiness  or  our  misery. 


If  we  say  that  darkness  shall  cover  us,  in  the  dark- 
ness as  in  the  light,  our  obligations  are  yet  with  us. 
We  cannot  escape  their  power  nor  fly  from  their 
presence.  They  are  with  us  in  this  life,  will  be  with 
us  at  its  close,  and  in  that  scene  of  inconceivable 
solemnity  which  lies  yet  farther  on,  we  shall  find 
ourselves  followed  by  the  consciousness  of  duty — 
to  pain  us  forever  if  it  has  been  violated,  and  to 
console  us  so  far  as  God  has  given  us  grace  to  per- 
form it.  Weighed  against  conscience  the  world 
itself  is  but  a  bubble.  For  God  himself  is  in  con- 
science lending  it  authority.4 

Mankind  needs  a  spiritual  awakening;  the  car- 
nal minded  are  causing  heartaches  and  threatening 
the  extinction  of  the  race.  A  spiritual  awakening 
in  the  hearts  of  millions  of  men  and  women  would 
bring  about  a  changed  world.  I  am  hopeful  that 
the  dawning  of  that  day  is  not  far  distant,  and  also 
that  fathers  and  mothers,  children,  and  all  members 
of  the  Church  everywhere  may  sense  as  never  be- 
fore the  efficacy  of  the  Restored  Gospel,  and  will 
realize  that  it  is  our  duty  to  apply  spiritual  traits 
in  our  daily  association  with  one  another  in  our 
homes,  in  our  businesses,  and  in  our  daily  lives  and 
activities. 


4Daniel  Webster,   Works,  Volume  6,  page   105. 
Library    File    Reference:     SPIRITUAL    VALUES. 


THE  DESERET  SUNDAY  SCHOOL  UNION 


Advisers  to  the 
General  Board: 

General  Superintendent: 

First  Asst.  Gen.  Supt.: 

Second  Asst.  Gen.  Supt.: 

General  Treasurer: 

General  Secretary: 


Richard  L.  Evans 
Howard  W.  Hunter 

David  Lawrence  McKay 

Lynn  S.  Richards 

Royden  G.  Derrick 

Paul  B.  Tanner 

Jay  W.  Mitton 


THE   INSTRUCTOR  STAFF 

Editor:      President  David  O.  McKay 
Associate  Editors:      David  Lawrence  McKay 


Business  Manager: 

Managing  Editor: 

Editorial  Assistants: 

Research  Editor: 
Art  Director: 

Subscriber  Relations 
Department: 

Instructor  Secretary: 

Consultant: 

Executive  Committee: 

Instructor  Use  and 
Circulation  Committee: 


Lorin  F.  Wheelwright 

Jay  W.  Mitton 

Burl  Shephard 

Goldie  B.  Despain 
Anita  Jensen 

John  G.  Grover 
Sherman  T.  Martin 

Marie  F.  Felt 
LaNeta  Taylor 

Peggy  Harryman 

A.  William  Lund 


MEMBERS  OF  DESERET  SUNDAY  SCHOOL  UNION 
GENERAL  BOARD  &  THE  INSTRUCTOR  COMMITTEE: 

David  Lawrence  McKay,  Lynn  S.  Richards,  Royden  G.  Derrick, 
Jay  W.  Mitton,  Paul  B.  Tanner,  Claribel  W.  Aldous,  Ruel  A. 
Allred,  J.  Hugh  Baird,  Catherine  Bowles,  John  S.  Boyden, 
Marshall  T.  Burton,  Herald  L.  Carlston,  Calvin  C.  Cook,  Rob- 
ert M.  Cundick,  Henry  Eyring,  Elmer  J.  Hartvigsen,  Thomas 
J.  Parmley,  Willis  S.  Peterson,  Blaine  R.  Porter,  Warren  E. 
Pugh,  Wayne  F.  Richards,  G.  Robert  Ruff,  Alexander  Schrein- 
er,  Joseph  Fielding  Smith,  Jr.,  Donna  D.  Sorensen,  Lorin  F. 
Wheelwright,  Frank  S.  Wise,  Clarence  E.  Wonnacott,  Ralph 
Woodward,  Victor  B.  Cline,  Ethna  R.  Reid,  Samuel  L.  Holmes, 
Frank  W.  Gay,  Carol  C.  Smith,  Kathryn  B.  Vernon,  LaThair 
H.  Curtis,  Lewis  M.  Jones,  Carlos  E.  Asay,  G.  Leland  Burning- 
ham,  D.  Evan  Davis,  Carolyn  Dunn,  Rex  D.  Pinegar,  Eldon  H. 
Puckett,  Barbara  J.  Vance,  Dean  H.  Bradshaw,  J.  Vernon 
Sharp,  Lynn  Stoddard,  Gerald  G.  Allen,  Gary  Quinn  Jorgensen, 
Kenneth  L.  Neal,  O.  Preston  Robinson,  Rex  Alvon  Wadham. 

Published  by  the  Deseret  Sunday  School  Union  of  The  Church  of 
Jesus  Christ  of  Latter-day  Saints,  the  first  day  of  every  month  at  Salt 
Lake  City,  Utah.  Entered  at  Salt  Lake  City  Post  Office  as  second  class 
matter  acceptable  for  mailing  at  special  rate  of  postage  provided  in  Sec- 
tion 1103,  Act  of  Oct.  3,  1917,  authorized  on  July  8,  1928.  Copyright  1968 
by  the  Deseret  Sunday  School  Union.  All  rights  reserved. 

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Lorin  F.  Wheelwright,  chairman;  Carlos  E.  Asay,  Henry  Eyring,  Lewis  M.  Jones,  Wayne 
F.  Richards,  G.  Robert  Ruff,  Ethna  R.  Reid,  Donna  D.  Sorensen. 

Lewis  M.  Jones,  chairman;  Calvin  C.  Cook,  Jay  W.  Mitton,  G.  Robert  Ruff. 


JAN  U ARY     1969 


GETTING  high  school  freshmen  to  write  any  kind 
of  term  paper  is  always  a  challenge,  so  when  I 
made  the  assignment  for  a  five-page  extended  re- 
search theme,  requiring  five  sources  of  reference,  I 
told  the  class  they  could  have  until  the  Christmas 
holidays  to  do  the  job.  And  I  added,  "You  may 
choose  any  topic  you  are  interested  in  and  any  thesis 
sentence  you  can  prove." 

Little  did  I  dream  that  one  of  those  eager  14- 
year-olds  would  challenge  me  with  a  thesis  which 
I  had  always  felt  unprovable.  Adrian  Carl  Hoff  III, 
so  vitally  interested  in  his  Church  that  at  school 
he  could  talk  of  little  else  than  his  seminary  and 
Church  activities,  chose  as  his  thesis  sentence:  "The 
Church  of  Jesus  Christ  of  Latter-day  Saints  is  THE 
true  Church  upon  the  face  of  the  earth." 

The  product  of  a  solid  Southern  Baptist  environ- 
ment, I  had  a  fair  working  knowledge  of  the  Bible. 
As  a  student  at  the  University  of  Kentucky,  I  had 
made  religion  a  hobby,  and  I  saw  some  truth  in 
every  church  I  studied.  Even  in  doing  so,  however, 
I  was  positive  in  my  own  mind  that  there  had  to 
be  one  way. 

I  had  always  been  impressed  with  the  wondrous 
order  in  the  universe.  I  had  remarked  to  friends 
countless  times  that  the  intricacies  of  the  human 
body  and  the  beautiful  and  orderly  growth  of  flow- 
ers and  trees  testified  to  me  of  a  tremendous  plan. 
Surely  our  Heavenly  Father  had  created  all  of  the 
world  for  man!  How  then  was  it  possible  that  every- 
thing except  man  had  an  obvious,  logical,  organized 
plan  of  life?  I  was  sure  there  had  to  be  more  truth 
than  I  had  yet  found.  But  I  could  not  see  any 
church  as  THE  true  church,  so  I  elected  to  remain 
a  very  liberal  Baptist  until  some  church  could  show 
me,  scripturally,  a  more  logical  and  sure  plan  of 
salvation  than  "by  grace  ye  are  saved."  (Ephesians 
2:5.)  Even  as  a  teen-ager  I  had  prayed  on  my  knees 
every  night,  "Lord,  if  there  is  one  door  I  should 
walk  through,  please  open  it  for  me." 

When  we  came  back  from  the  Christmas  vaca- 
tion that  year  and  Carl  turned  in  his  theme,  I  was 
rather  upset  that  he  had  chosen  such  an  obviously 
impossible  thesis  sentence.  I  had  stressed  repeated- 
ly that  choosing  a  sentence  which  was  limited  and 
provable  was  most  important  to  the  success  of  any 
paper.  To  make  matters  worse,  he  had  listed  as  his 
sources  five  pamphlets  published  by  the  Mormon 
Church!  I  attacked  Carl's  paper  with  my  red  pen 
to  show  him  that  his  thesis  was  entirely  too  broad 
and  impossible  to  prove,  since  everyone  knows  there 
is  no  one  true  church.    After  all,  I  had  looked  for 


(For  Course  8,  lesson  of  February  16,  "Those  Who  Seek  the 
Truth";  for  Course  14,  lesson  of  January  12,  "Salvation";  for  Course 
16,  lesson  of  February  23,  "The  Way  of  Salvation";  for  Course  18, 
lesson  of  January  12,  "The  Grace  of  Christ";  for  Course  26,  lesson 
of  March  2,  "Priesthood,  A  Power  for  Good";  for  Course  30,  lesson 
of  March  16,  "The  True  Church,  A  Missionary  Church";  to  support 
family  home   evening  lesson   24;    and    of   general    interest.) 


A  Kentucky  schoolteacher  finds  THE  true  Church 
through  the  challenge  of  a  14-year-old  and  his  .  .  . 

SUCCESSFUL 
TERM  PAPER! 

by  Johanna  Draper 

years  for  a  true  church  and  couldn't  find  it.  Who 
was  he  to  try  and  tell  me  he  had?  He  had  made 
assertions  such  as  "Angels  have  appeared  to  organ- 
ize this  Church  according  to  divine  authority,"  and 
"As  a  boy  Joseph  Smith  was  told  that  no  church 
existing  at  that  time  was  truly  serving  the  Lord — 
hence  the  need  for  the  restoration." 

Why  should  angels  have  appeared  to  Joseph 
Smith?  Why  not  to  me?  And  did  this  imply  that 
the  church  I  belonged  to  was  not  serving  God  and 
finding  favor  with  him?  To  add  to  my  annoyance, 
Carl,  a  boy  with  a  fine  mind,  exhibited  such  en- 
thusiastic interest  in  his  church  work  that  his  school- 
work  was  suffering;  and  I  felt  that  his  paper  was  an 
attempt  to  "get  by"  without  putting  forth  any  real 
effort. 

I  determined  to  make  him  write  a  successful 
paper,  one  way  or  another;  and  so,  to  help  him  re- 
write and  salvage  some  of  his  efforts,  I  read  the 
five  pamphlets.  But  young  Carl,  like  many  others 
who  can  bear  testimony  to  the  truth  verbally,  found 
it  difficult  to  put  down  on  paper  the  doctrines  of  his 
church  in  an  understandable  manner.  I  had  so  many 
questions.  Were  there  any  answers?  Finally  I  threw 
up  my  hands  and  asked  him  if  there  was  someone 
who  could  explain  the  teachings  of  his  church  to  me. 
This  was  certainly  not  the  first  church  I  had  studied 
which  claimed  divine  revelation  and  heavenly  visita- 
tions, so  I  determined  to  look  further  for  the  reasons 
that  this  church  claimed  to  be  unique  in  God's  eyes. 
Carl  said  that  he  would  ask  the  missionaries  to  call 
at  my  home  the  following  Thursday  evening. 

My  own  experience  with  missionaries  told  me 
that  a  nice  elderly  couple,  just  returned  from  the 
Congo  or  Singapore,  would  probably  arrive  at  7  p.m., 
offer  prayer,  and  then  relate  their  own  personal 
experiences  in  "the  work."  Not  wanting  to  be  bored, 
uncomfortable,  and  alone  with  these  missionaries 
showing  slides  of  the  Belgian  Congo  (I  had  heard 
that  the  Mormons  showed  color  films),  I  invited 
three  other  schoolteachers  to  help  me  be  polite  and 
exhibit  some  interest  in  this  cult. 

Imagine  my  surprise  when  Carl's  father  walked 
in  with  two  fine  young  men,  Elder  Reed  Peterson 


THE     I  NSTRUCTOR 


Term  paper  of  a  14-year-old  challenges  three  Kentucky  schoolteachers  to  investigate 
the  Church.  Members  now  (I.  to  r.)  are  Gale  Houlton,  Peggy  Bennion,  Johanna  Draper. 


from  Idaho  and  Elder  Jay  Bindrup  from  Utah!  After 
prayer,  Carl's  father  began  the  meeting  by  bearing 
his  testimony  and  relating  his  own  conversion  from 
the  Episcopalian  church.  Then,  as  a  Christian,  I 
bore  testimony  that  I  was  "saved,"  that  my  prayers 
were  always  answered,  and  that  I  too  had  seen  many 
miracles.  At  this  point,  one  of  the  teachers  I  had 
invited  excused  herself  and  never  came  back.  The 
others  wanted  to  hear  more,  and  the  missionaries 
began  to  visit  us  regularly. 

I  must  admit  that  the  story  of  the  apostasy  im- 
pressed me.  The  claim  that  the  authority  had  been 
taken  from  the  earth  and  had  to  be  restored  ap- 
pealed to  my  sense  of  logic.  Then  I  began  to  ques- 
tion the  "calling"  of  men  to  preach  the  gospel. 
Apostles  and  missionaries  in  Bible  times  certainly 
had  more  authority  than  just  a  feeling  within!  Six 
weeks  after  our  first  visit  with  the  missionaries,  my 
friend  Peggy  was  baptized.  Gale,  who  unknown  to 
me  had  been  praying  for  God  to  straighten  out  the 
religious  confusion  in  her  life,  was  baptized  four 
months  later. 


But  I  had  difficulty  in  accepting  the  gospel,  even 
after  several  months  of  investigation.  Intellectually 
I  was  converted,  but  I  still  could  not  see  the  need 
to  join  the  Church.  I  paid  a  full  tithe,  observed  the 
Word  of  Wisdom,  attended  church  regularly,  and 
fasted  and  prayed.  But  I  was  not  sure  that  this  was 
the  ONE  TRUE  CHURCH.  Eventually  I  decided 
to  accept  baptism  anyhow,  and  these  same  mission- 
aries baptized  me  and  conferred  upon  me  the  gift 
of  the  Holy  Ghost.  After  this  I  was  spiritually 
strengthened;  the  promise  of  Moroni,  "He  will  mani- 
fest the  truth  of  it  unto  you  by  the  power  of  the 
Holy  Ghost,"  was  fulfilled  in  my  life,  and  I  gained 
the  testimony  which  is  today  my  most  precious 
possession. 

I  am  thankful  for  the  positive  influence  my 
testimony  has  in  my  life;  and  I  have  had  many 
spiritual  experiences  which  make  me  happy  and 
strengthen  that  testimony  over  and  over  again. 

In  May,  following  my  conversion  in  the  spring, 
I  was  accepted  to  teach  in  Europe  for  the  govern- 

(Concluded  on  page  8.) 


JANUARY      1969 


Responsibility  and  Response-ability  are: 


TWIN  DIMENSIONS 
OF  CITIZENSHIP* 


by  Royden  G.  Derrick,  Assistant  General  Superintendent 


Art  by  Dale  Kilbown. 

One  of  the  most  important  goals  of  education  in 
a  democracy  is  the  development  of  citizens  who  will 
accept  civic  responsibility.  Wendall  Phillips  says, 
"Responsibility  educates."  We  could  add  that  edu- 
cation develops  response-ability — the  ability  to  re- 
spond. The  ability  to  respond  marks  the  difference 
between  a  people  who  are  prepared  to  govern 
themselves  and  a  people  who  are  not.  It  is  the 
assignment  of  the  educator  to  prepare  the  individual 
to  respond  to  the  needs  of  a  changing  society. 
Where  the  government  is  controlled  by  the  people, 
individuals  must  be  prepared  to  determine  what  is 
best  for  the  people.  But  of  even  greater  import — 
the  individual  must  be  willing  to  support  that  which 
is  best  for  the  people — even  when  it  is  in  conflict 
with  his  own  individual  interests. 

The  great  French  soldier-statesman  De  Toque- 
ville,  after  visiting  America  about  130  years  ago  and 
studying  what  was  then  called  our  "noble  experi- 
ment in  government,"  wrote  that  if  the  time  ever 
came  when  the  people  were  permitted  to  vote  them- 
selves monies  out  of  the  public  treasury,  self-gov- 
ernment by  responsible  men  would  become  an  im- 
possibility.1 

Professor  Alexander  Frazer  Tytles  many  decades 
ago  said: 

Democracy  can  only  exist  until  the  voters  dis- 
cover that  they  can  vote  themselves  largess  out  of 
the  public   treasury.    From   that   moment   on,   the 


(For  Course  10,  lesson  of  March  23,  "Activities  in  the  New  Zion"; 
for  Course  18,  lessons  of  January  5  and  March  2,  "The  Worth  of 
the  Individual"  and  "Brotherhood  and  Equality  Among  Men";  for 
Course  26,  lessons  of  January  19  and  March  9,  "A  Commitment  to 
Serve"  and  "Many  Are  Called  But  Few  Are  Chosen";  for  Course  28, 
lesson  of  March  30,  "Uphold  Good  Government";  to  support  family 
home  evening  lessons   19   and   25;    and   of   general   interest.) 

^Alexis  de  Toqueville,  Democracy  in  America,  Vol.  1,  page  217. 
Quoted  in  American  Institutions  and  Influences,  page  227. 


majority  always  vote  for  the  candidate  promising 
the  most  benefits  from  the  treasury  with  the  result 
that  democracy  always  collapses  over  a  loose  fiscal 
policy,  to  be  followed  by  a  dictatorship.2 

Self-Government 

Character  in  the  citizenry,  understanding  of  gov- 
ernment by  the  citizenry,  and  the  acceptance  of 
responsibility  by  the  citizenry  is  a  requisite  of  self- 
government.  Education  under  the  tutelage  of  com- 
petent teachers  and  administrators  builds  character, 
understanding,  and  responsibility. 

The  history  of  societies  is  that  of  constant 
change.  We  can  be  certain  that  our  problems  will 
be  different  tomorrow  than  they  are  today.  Whether 
the  same  problems  will  exist  tomorrow  plus  some 
new  ones,  or  whether  just  the  new  ones  will  be  there 
depends  upon  our  ability  to  solve  our  problems 
today. 

The  perpetuation  of  a  free  society  is  dependent 
upon  the  ability  of  its  citizens  to  respond  effectively 
to  the  changing  problems  and  situations  of  the  so- 
ciety. A  democracy  is  founded  on  the  ability  of  the 
individual  to  solve  his  own  problems.  This  ability 
places  him  in  a  position  to  have  a  say  in  how  his 
government  should  be  run. 

John  Philpot  Curran  said: 

It  is  the  common  fate  of  the  indolent  to  see  their 
rights  become  a  prey  to  the  active.  The  condition 
upon  which  God  hath  given  liberty  to  man  is  eternal 
vigilance. 


*  Excerpted  from  a  talk  given  by  the  author  before  the  officers 
and  faculty   of  Jordan  School  District,   Salt  Lake  City,   Utah. 

"Quoted  in  Vital  Speeches  of  Ronald  Reagan,  speech  of  Sep- 
tember 1,  1965,  page  681. 

THE     I NSTRUCTOR 


Attitudes  Required 

The  ability  of  the  individual  to  solve  his  own 
problems  is  largely  a  product  of  his  education.  The 
responsibility  of  the  teacher  is  to  prepare  the  indi- 
vidual to  solve  his  own  problems  in  our  complex 
society. 

The  attitude  required  in  the  successful  solution 
of  problems  is  the  same  in  all  generations:  Hope  is 
the  prerequisite.  And  the  ingredients  of  success 
are:  the  determination  of  the  individual  to  succeed 
morally,  spiritually,  physically,  intellectually,  and 
economically;  the  independence  to  solve  his  own 
problems  and  not  depend  upon  others  to  do  so;  the 
burning  desire  for  freedom  that  places  principle 
above  comfort;  and  the  love  and  respect  for  freedom 
that  places  charity  above  self-interest. 

Several  years  ago  Enrique  Sanchez  de  Lozada, 
who  at  that  time  was  the  ambassador  from  Bolivia 
to  the  United  States,  went  to  Utah  for  a  visit.  While 
complacent  at  first,  he  later  became  so  excited  about 
what  he  found  among  the  Mormon  people  that  he 
wanted  to  transplant  it  to  Bolivia.  After  leaving 
Salt  Lake  City  he  wrote  that  his  country  needed  to 
do  the  same  to  Bolivia  that  our  people  had  done  to 
the  desert  of  Utah.  He  spoke  of  our  cultural  ad- 
vances, our  educational  accomplishments,  our  agri- 
cultural technology,  our  industrial  enterprises,  and 
the  philosophy  of  our  people.  He  wanted  these  same 
things  for  his  people. 

In  the  early  development  of  the  intermountain 
west,  Brigham  Young  sent  pioneers  to  the  surround- 
ing areas  to  colonize  settlements.  He  not  only  spear- 
headed colonization  of  agricultural  areas,  but  of 
greater  importance,  he  gave  people  the  experience  of 
running  a  society  for  themselves.  The  result:  the 
development  of  attitudes  necessary  to  make  a  demo- 
cratic society  work  successfully. 

Strong  People  =  Strong  Nation 

Our  pioneer  forefathers  fostered  the  spirit  of  a 
healthy,  growing  society.  This  is  the  spirit  of  hope 
and  faith  and  courage  which  must  be  a  part  of  peo- 
ple in  a  strong  society.  Someone  has  said  that  a 
strong  nation  builds  strong  people.  The  truth  is — 
strong  people  build  a  strong  nation.  Moral  weakness 
of  the  individual  will  weaken  a  nation:  moral 
strength  of  the  individual  can  build  a  nation. 

Our  challenge  is  no  less  today  than  it  was  one 
hundred  years  ago.  Our  forefathers  conquered  the 
western  wilderness — now  it  is  our  responsibility  to 
conquer  the  asphalt  jungle. 

One  of  the  greatest  assets  to  any  society  is  the 
moral  strength  of  the  individuals  in  that  society. 
True,  the  responsibility  of  teaching  moral  prin- 
ciples rests  with  the  home  and  the  church — this  is 
where  it  belongs — but  not  every  home  offers  the 


love  and  guidance  that  are  requirements  of  respon- 
sible parenthood.  In  an  ideal  society,  the  home 
should  accept  the  responsibility  for  teaching  moral 
values.  The  teacher — at  school  and  in  the  church — 
should  be  an  ally  of  parents  in  teaching  the  indi- 
vidual moral  standards  that  will  guide  and  direct 
him  throughout  life.  If  the  school  and  church  are 
institutions  where  principles  are  taught,  the  home 
is  a  laboratory  where  they  are  applied;  the  three 
work  in  harmony  to  fulfill  parental  responsibility. 

"That's  Elementary" 

Unfortunately  our  society  today  does  not  place 
sufficient  importance  upon  the  home.  We  should 
give  increasing  attention  to  dialogue  in  the  home. 
Just  as  we  plan  and  read  to  improve  our  dialogue 
with  our  peers  in  society,  so  we  should  study  and 
work  to  improve  our  most  important  relationships 
— those  between  wife  and  husband  and  children. 

We  have  much  to  learn  in  our  society  about 
family  relationships.  After  watching  families  in 
southern  India  for  several  months,  I  approached  an 
Indian  father  in  native  dress  whose  wife  in  a  beauti- 
ful Indian  sari  and  five  children  in  spotless  white 
clothing  stood  by.  I  asked,  "Tell  me,  why  is  it  that 
the  Indian  children  give  such  great  respect  to  their 
parents?" 

"That's  elementary,"  he  said.  "The  children  re- 
spect the  parents  because  the  parents  respect  the 
children." 

Many  parents  have  yet  to  learn  that  you  teach 
a  child  to  be  pleasant  by  being  pleasant  with  him; 
that  you  teach  him  to  be  honest  by  dealing  honestly 
with  him;  that  you  help  him  develop  an  even  tem- 
perament by  displaying  an  even  temperament  in 
your  relationships  with  him;  that  you  teach  him 
to  honor  a  standard  of  life  when  you  honor  that 
same  standard  in  your  life. 

"Freedom  with  Responsibility" 

Raymond  H.  Muessig  has  written: 

An  integral  part  of  our  democratic  ideology  is  a 
belief  in  freedom  with  responsibility.  Each  person 
should  be  free  to  discover  and  follow  his  own  pur- 
pose or  purposes;  to  pursue  his  own  goals;  to  find 
his  own  satisfactions  void  of  interference,  want  and 
insecurity;  to  search  for  and  have  access  to  truth; 
to  develop  and  assert  his  own  individuality;  to  ex- 
press his  wishes,  thoughts,  ideas  and  recommenda- 
tions; to  participate  in  the  decisions  which  affect 
his  life;  to  establish  and  shape  his  own  contacts  and 
relations  with  others;  to  select  his  own  life's  work; 
and  to  use  his  leisure  time  as  he  deems  fitting.  It 
should  go  without  saying,  however,  that  his  freedom 

{Concluded  on  following  page.) 


JANUARY     1 969 


TWIN   DIMENSIONS  OF  CITIZENSHIP  (Concluded  from  preceding  page.) 


must  always  be  accompanied  by  the  proviso  that  he 
cannot  interfere  with  the  rights  and  privileges  of 
others.3 

We  cannot  have  academic  freedom  without  aca- 
demic responsibility.  We  cannot  have  freedom  of 
the  press  without  responsible  journalism.  We  can- 
not have  free  bargaining  in  labor  relations  without 
responsible  concern  for  its  effect  on  the  community, 
state,  and  nation.  We  cannot  have  freedom  of 
speech  without  responsible  speeches.  Each  freedom 
is  accompanied  by  a  responsibility.  Ignore  the  re- 
sponsibility, and  you  jeopardize  the  freedom. 

The  Individual 

The  most  important  thing  in  the  universe  is  nei- 
ther government  nor  industry  nor  money;  it  is 
neither  commerce  nor  culture — it  is  the  individual. 
The  first  loyalty  we  have  is  to  the  individual,  and 
this  loyalty  is  our  most  important  responsibility.  It 
is  of  deep  concern  that  universities  are  becoming 
more  research  oriented  than  student  oriented.  They 
are  losing  their  sensitivity  for  the  individual  student. 

"Source  unknown. 


Too  often  the  professor  is  more  interested  in  a  re- 
search paper  than  in  the  individual.  This  might  well 
be  the  cause  of  much  student  unrest  on  university 
campuses. 

Our  Creator  said: 

For  behold,  this  is  my  work  and  my  glory — to 
bring  to  pass  the  immortality  and  eternal  life  of 
man.  (Moses  1:39.) 

Can  any  purpose  we  have  in  life  be  more  impor- 
tant than  the  Savior's?  Is  anything  more  important 
than  the  welfare  of  the  individual?  We  get  bogged 
down  in  a  lot  of  things  that  don't  matter  sometimes, 
but  our  first  purpose  should  be  to  help  the  individual 
become  what  he  ought  to  be — to  build  in  him  an 
attitude  of  industry,  determination,  self-reliance,  in- 
tegrity, and  an  interest  in  government  by  democracy. 
We  need  to  find  ways  to  assist  the  home  in  building 
in  the  individual  an  appreciation  of  moral  values. 
We  need  to  find  ways  to  inspire  each  individual  to 
be  a  solver  of  problems — not  only  in  his  own  life,  but 
in  his  own  community,  his  own  state,  his  own  nation, 
and  his  own  world. 


Library  File  Reference :  EDUCATION. 


SUCCESSFUL  TERM  PAPER!     (Concluded  from  page  5.) 

ment  the  next  fall.  Very  excited,  I  went  to  tell 
Bishop  Ginn  and  was  shocked  when  he  said  simply, 
"Don't  go.  The  year  will  hold  nothing  for  your 
growth  and  progress  in  the  gospel."  I  prayed  about 
it,  and  the  next  morning  I  wrote  a  letter  to  the 
government  saying  "Thanks,  but — no  thanks."  I 
didn't  understand  it  then — but  now  I  look  back  and 
see  what  the  year  at  home  did  for  me.  I  had  a 
wonderful  year  professionally;  my  mother  was  con- 
verted to  the  Church;  and  my  Heavenly  Father  has 
introduced  me  to  a  very  special  priesthood  holder 
who  will  take  me  to  the  House  of  the  Lord  next 
spring — just  two  years  after  my  conversion! 

How  grateful  I  am  for  the  gospel  of  Christ!  It 
makes  me  happy.  It  answers  my  questions.  It 
explains  life;  it  explains  death.  I  am  thankful  for 
the  missionary  program  and  for  the  young  men  who 
taught  Carl's  parents.  I  appreciate  all  parents  who 
sacrifice  to  send  missionaries  to  people  like  me.  And 
I  thank  Carl's  parents  for  creating  a  home  environ- 
ment where  his  testimony  could  grow  and  wax 
strong. 


It  has  been  my  privilege  since  accepting  the  gos- 
pel to  receive  five  David  O.  McKay  Awards  (special 
certificates  from  the  President  of  the  Church  for  a 
referral  who  becomes  a  baptized  member),  and  at 
least  ten  other  people  have  come  into  the  Church 
as  a  direct  result  of  the  influence  of  Carl  Hoff's  term 
paper  and  my  conversion.  All  these  people — other 
teachers,  an  organist,  high  school  students,  and  par- 
ents— are  active  in  the  Northern  Kentucky  Ward 
(Cincinnati  Stake)  and  love  the  gospel. 

When  I  left  Kentucky  to  teach  school  in  Utah, 
I  gave  101  referrals  to  the  missionaries  and  spent 
two  days  with  them  telling  them  how  to  approach 
these  people.  I  doubt  that  Carl  Hoff  wrote  his 
paper  in  a  deliberate  attempt  to  convert  me,  but 
who  rolls  a  pebble  down  a  mountain  knowing  it  will 
cause  an  avalanche? 

And  today,  I  thank  Carl  that  I  too  know  that 
"The  Church  of  Jesus  Christ  of  Latter-day  Saints 
is  THE  true  Church  upon  the  face  of  the  earth." 


Library    File    Reference:    CONVERSIONS    AND    CONVERTS. 


8 


THE     INSTR  UCTOR 


Suggested  Easter  Morning  Services  for  Sunday  School 


'-  •''. 


m 

\  1 
m 

V  t   ' 


JANUARY     1969 


Art  by  Dale  Kilbourn. 
9 


SUGGESTED    EASTER    MORNING    PROGRAM    FOR   SENIOR  SUNDAY  SCHOOL,  APRIL  6 


Devotional  Prelude. 

Opening  Hymn:  "Christ  the  Lord 
is  Risen  Today,"  Hymns — The 
Church  of  Jesus  Christ  of  Lat- 
ter-day Saints,  No.  10. 

Invocation. 

Sacramental  Hymn:  "O  God,  the 
Eternal  Father/'  Hymns,  No. 
125. 

Sacrament  Service. 

Welcome:  (by  ward  superintend- 
ent) 

PROGRAM 

Reader: 

The  entire  Christian  world  re- 
joices in  this  blessed  Easter  Day 
— a  day  of  thanksgiving  and 
worship  in  which  we  commemor- 
ate the  resurrection  of  our  Lord 
and  Savior,  Jesus  Christ.  Not 
only  those  who  believe  in  Jesus 
Christ  and  his  redeeming  power, 
but  peoples  of  all  the  earth  shall 
be  partakers  of  the  resurrection 
and  shall  come  forth  out  of  their 
graves.  The  question  which  Job 
asked  so  long  ago,  "If  a  man 
die,  shall  he  live  again?"  has 
been  answered  affirmatively. 

It  is  natural  in  the  spring- 
time of  the  year  for  man's  hopes 
to  rise,  as  he  sees  nature,  in  all 
its  glory,  unfold  before  his  eyes. 
The  winter's  night  is  past,  and 
welcome  warmth  and  bright 
skies  bring  us  comfort.  But  even 
greater  comfort  comes  to  us  in 
the  realization  and  the  assur- 
ance of  a  living  Christ.  Short 
was  the  dominion  of  death  and 
the  grave,  for  only  three  days 
lay  between  Calvary  and  Easter 
Day.  The  message  of  the  resur- 
rection of  Jesus  Christ  is  the 
most  comforting  and  the  most 
glorious  of  all  messages. 

May  the  glad  dawn 
Of  Easter  morn 
Bring  joy  to  thee. 

May   the  calm  eve 

Of  Easter  leave 

A  peace  divine  with  thee. 


May  Easter  night 

On  thine  heart  write, 

O  Christ,  I  live  for  thee.1 

Talk:  (5  minutes) 

DEATH  CAME  INTO  THE  WORLD 

1.  The  transgression  of  Adam 
and  Eve  in  the  Garden  of  Eden 
(Genesis  3;  Romans  5:12). 

2.  Man  became  subject  to 
spiritual  death  —  banishment 
from  the  presence  of  the  Father 
(Alma  42:6,  7.) 

3.  Man  became  subject  to 
physical  death — a  common  heri- 
tage. 

(Reference:    James  E.  Talmage, 
Jesus  the  Christ,  chapter  3.) 


Talk:  (10  minutes) 

THE  NEED  FOR  A  REDEEMER 

1.  Man,  without  a  Savior, 
would  have  remained  forever  in 
the  grave.  There  had  to  be  an 
atonement. 

2.  The  atonement  of  Christ 
was  ordained  from  before  the 
foundations  of  the  world.  (John 
10:17-18;   Matthew   16:21.) 

3.  Jesus  was  the  one  accept- 
able candidate  for  the  atone- 
ment. In  earth-life  he  was: 


'"My  Easter  Wish,"  author  unknown;  from 
Christ  and  the  Fine  Arts,  compiled  by  Cynthia 
Pearl  Maus;  Harper  and  Brothers,  Publishers, 
New  York,  N.Y.,  1938;  page  446. 


the  only  sinless  man;  the  Only 
Begotten  of  the  Father,  possess- 
ing both  Godhood  and  man- 
hood; the  One  who  had  been 
chosen  in  the  heavens  and  fore- 
ordained to  this  service. 


Poem: 


GRATEFUL  THANKS2 


/  now  give  thanks  with  all  my  heart 
For  blessed  Easter  time; 
A  season  of  renewing  love 
In  ev'ry  land  and  clime; 
I'm  thankful  that  Christ  rose  for  me 
From  out  the  lonely  tomb, 
I'm  thankful  for  the  happiness 
That  in  my  heart  finds  room. 
I'm  thankful  for  the  promises 
That  come  from  Calvary, 
And  evermore  I  shall  rejoice 
That  Jesus  set  me  free. 

Music:  (vocal  solo) 
"Sheep  and  Lambs,"  by  Sidney 
Homer  (G.  Schirmer, publisher); 
or  "All  in  the  April  Evening," 
by  Diack  (Boosey-Hawkes, 
publisher) . 

Reader: 

The  resurrection  of  the  dead 
was  inaugurated  by  Jesus  Christ, 
who  said: 

Therefore  doth  my  Father  love 
me,  because  I  lay  down  my  life, 
that  I  might  take  it  again. 
No  man  taketh  it  from  me,  but 
I  lay  it  down  of  myself.  I  have 
power  to  lay  it  down,  and  I  have 
power  to  take  it  again. .  .  .  (John 
10:17-18.) 

Following  the  resurrection  of 
Jesus,  others  were  resurrected. 

According  to  the  account  in 
Matthew: 

And  the  graves  were  opened; 
and  many  bodies  of  the  saints 
which  slept  arose,  And  came  out 
of  the  graves  after  his  resurrec- 
tion, and  went  into  the  holy  city, 
and  appeared  unto  many.  (Mat- 
thew 27:52,  53.) 

That  Christ's  body  was  real 

-"'Grateful  Thanks,"  by  Ethel  Hawthorne 
Tewksbury;  Meig's  Best  Selections  for  Easter, 
Indianapolis,  Indiana,  page  27.  Used  by  per- 
mission. 


10 


THE     INSTRUCTOR 


and  tangible  is  testified  to  by 
the  words  of  Jesus  to  his  apos- 
tles when  he  stood  in  their  midst 
and  they  were  afraid: 

Behold  my  hands  and  my  feet, 
that  it  is  I  myself:  handle  me, 
and  see;  for  a  spirit  hath  not 
flesh  and  bones,  as  ye  see  me 
have.  (Luke  24:39.) 

"Throughout  the  forty  days 
following  His  resurrection,  the 
Lord  manifested  Himself  at 
intervals  to  the  apostles,  to  some 
individually  and  to  all  as  a  body, 
and  instructed  them  in  'the 
things  pertaining  to  the  king- 
dom of  God/  The  record  is  not 
always  specific  and  definite  as 
to  time  and  place  of  particular 
events;  but  as  to  the  purport  of 
the  Lord's  instructions  during 
this  period  there  exists  no  cause 
for  doubt.  Much  that  He  said 
and  did  is  not  written,  but  such 
things  as  are  of  record,  John 
assures  his  readers,  'are  written, 
that  ye  might  believe  that  Jesus 
is  the  Christ,  the  Son  of  God; 
and  that  believing  ye  might 
have  life  through  his  name.'  "s 

Poem: 

the  day  of  resurrection* 

Now  let  the  heavens  be  joyful, 

Let  earth  her  song  begin; 

Let  the  round  world  keep  triumph, 

And  all  that  is  therein; 

Invisible  and  visible 

Their  notes  let  all  things  blend; 

For  Christ  the  Lord  hath  risen 

Our  joy  that  hath  no  end. 

Music:  (vocal  solo) 
"0  Sing  Unto  the  Lord  A  New 
Song,"  by  Richard  Gore  (J. 
Fisher,  publisher) ;  or  "The  Lord 
Is  Risen,"  by  Sullivan  (Theo- 
dore Presser,  publisher). 

Reader: 

The  Bible  scriptures  tell  us 
of  the  visits  of  the  resurrected 
Christ  to  the  Old  World,  but 
possibly    the    most    impressive 

"James   E.   Talmage,  Jesus  the  Christ;  Des- 
eret    Book    Company,    Salt    Lake    City,    Utah, 
1962;  page  695. 
4"The    Day    of    Resurrection,"    by    John    of 
Damascus    (second    century    A.D.). 


evidence  of  Christ's  resurrection 
was  his  own  personal  appearance 
on  this,  the  American  continent, 
as  recorded  in  the  Book  of  Mor- 
mon. 

Talk:  (10  minutes) 

MINISTRY    OF   THE    RESURRECTED 
CHRIST  IN  AMERICA 

1.  The  great  calamities  which 
befell  this  continent  at  time  of 
Christ's  death  (3  Nephi  8,  9). 

2.  First  visit  of  the  resurrected 
Christ  to  the  Nephites  (3  Nephi 
11:7-11): 

a.  The  multitude  of  about 
2,500  souls; 

b.  Compassion  of  Jesus  for 
the  sick  and  for  little  chil- 
dren; 

c.  Words  of  Nephi:  And  no 
tongue  can  speak  .  .  .  nei- 
ther can  the  hearts  of  men 
conceive  so  great  and  mar- 
velous things  as  we  both 
saw  and  heard  Jesus  speak; 
and  no  one  can  conceive  of 
the  joy  which  filled  our 
souls  at  the  time  we  heard 
him  pray  for  us  unto  the 
Father.  (3  Nephi  17:17); 

d.  Blessings  of  the  little  chil- 
dren  (3  Nephi   17:22-24); 

3.  Christ's  second  visit  to  the 
Nephites  (3  Nephi  19). 

a.  For  three  days  he  ex- 
pounded unto  them  the 
purposes  of  God. 


Poem: 


EASTER 


Sing,  soul  of  mine,  this  day  of  days, 

The  Lord  is  risen. 
Toward  the  sun-rising  set  thy  face, 

The  Lord  is  risen. 
Behold  He  giveth  strength  and  grace; 
For  darkness,  tight;  for  mourning,  praise; 
For  sin,  his  holiness:  for  conflict,  peace. 

Arise,  O  soul,  this  Easter  Day! 
Forget  the  tomb  of  yesterday, 
For  thou  from  bondage  art  set  free; 
Thou  sharest  in  his  victory 
And  life  eternal  is  for  thee, 
Because  the  Lord  is  risen. 

Hymn:  (congregation) 

"He  Is  Risen,"  Hymns,  No.  61. 

G"Easter,"     author     unknown,     from     Christ 
and  the  Fine  Arts,  page  445. 


Reader: 

Christ  was  resurrected  and  ap- 
peared unto  his  people  in  both 
the  old  and  the  new  worlds.  In 
our  own  day  and  time  Latter- 
day  Saints  have  added  confirm- 
ation of  the  reality  of  the  resur- 
rection. 

Talk:  (5  minutes — by  a  boy  from 

Course  14) 

Appearance  of  the  Father  and 

the    Son    to    the    boy    Joseph 

Smith. 

References:  Pearl  of  Great  Price, 
Joseph  Smith  2:5-26;  Documen- 
tary History  of  the  Church,  Vol. 
1,  pages  2-8.) 

Talk:  (5  minutes — by  a  girl  from 
Course  16) 

A  resurrected  messenger,  Mor- 
oni, sent  from  the  presence  of 
God. 

References:  Pearl  of  Great  Price, 
Joseph  Smith  2:30-54;  James  E. 
Talmage,  Articles  of  Faith,  chap- 
ter 1,  pages  15-17.) 

Talk:  (3  minutes — by  a  boy  from 
Course  12) 

Visit  of  Peter,  James,  and  John 
to  Joseph  Smith. 

Talk:  (3  minutes — by  a  girl  from 
Course  10) 

Visit  of  resurrected,  glorified  be- 
ings in  the  Kirtland  Temple. 
(Doctrine  and  Covenants  110.) 

Reader: 

To  Latter-day  Saints,  then, 
Easter  is  truly  meaningful,  for 
we  know  for  a  certainty  that 
after  Jesus,  who  was  "the  first 
fruits  of  them  that  slept,"  oth- 
ers also  have  been  resurrected. 
The  resurrection  transformed 
the  world.  The  words:  "Christ 
is  risen!"  set  men  singing  at 
their  tasks;  gave  meaning  to 
daily  living;  brought  courage  to 
the  suffering;  lightened  heavy 
burdens.  Our  faith  is  strength- 
ened through  the  testimonies  of 
the  Prophet  Joseph  Smith  and 
Sidney  Rigdon.  They  testify: 

And  now,  after  the  many  testi- 
monies which  have   been  given 
(Concluded  on  page  18.) 


JANUARY      1969 


11 


New  life! — when  bursting  buds  and  blossoms  tell  the  story  of  resurrection  from   winter  sleep. 

Photo  by  H.  Armstrong  Roberts. 


12 


THE     INSTRUCTOR 


SUGGESTED    EASTER    MORNING    PROGRAM    FOR  JUNIOR  SUNDAY  SCHOOL,   APRIL  6 


The  length  of  the  program  will  vary 
depending  on  the  amount  of  time  taken 
by  each  individual  class.  The  entire  pro- 
gram should  not  go  over  the  regular 
45-minute  worship-service  time.  Course 
3  children  will  participate  in  the  entire 
worship  service  on  this  one  special  day. 

Devotional  Prelude. 

Greetings  by  a  member  of  the  su- 
perintendency   or   bishopric. 

Opening  Hymn:  (Choose  any  ap- 
propriate hymn  that  the  chil- 
dren know.) 

Invocation. 

Hymn:  (by  the  entire  Junior  Sun- 
day School.)  "Tell  Me  the  Stor- 
ies of  Jesus,"  The  Children  Sing, 
No.  65;  verses  1,  2,  3. 

First  Child: 

Today  is  Easter  Sunday.  For 
us  it  is  a  wonderful  day  because 
we  know  that  Jesus  made  it 
possible  for  every  one  of  us  to 
live  after  we  die. 

Second  Child: 

POEMi 

Joyous  Easter  time  is  here, 
With  beauty  all  around  us, 
A  happy  cheerful  time  of  year, 
With  special  meaning  wondrous. 

A  promise  comes  each  Easter  time, 
A  promise  full  of  love, 
That  if  we  fill  each  day  with  good, 
We  will  live  with  God  above. 

Third  Child: 

We  are  going  to  hear  some  of 
the  stories  of  Jesus  that  are  very 
special  to   each  of  us  on  this 
Easter  Sunday. 
Fourth  Child: 

(Child  tells  the  following  story 
in  his  own  words.  Have  a  picture 
of  The  Last  Supper  on  an  easel 
in  front  of  the  Sunday  School.) 

Jesus  and  his  disciples  were 
eating  the  Passover  meal  togeth- 
er. Jesus  told  his  disciples  this 
was  his  last  supper  with  them. 
He  then  washed  the  feet  of 
each  disciple  and  explained  that 
he  had  just  given  them  an  ex- 
ample to  follow.  They  should  do 
to  each  other  as  he  had  done  to 

^'Joyous  Easter  Time,"  by  Claribel  W- 
Aldous;  Growing  in  the  Gospel  Part  II, 
page  105. 


them.  They  should  obey  his 
words,  and  if  they  would  do  this 
they  would  be  happy. 

Teacher: 

And  as  they  were  eating,  Je- 
sus took  bread,  and  blessed  it, 
and  brake  it,  and  gave  it  to  the 
disciples,  and  said,  Take,  eat;  this 
is  my  body.  And  he  took  the  cup, 
and  gave  thanks,  and  gave  it  to 
them,  saying,  Drink  ye  all  of  it; 
for  this  is  my  blood  of  the  new 
testament,  which  is  shed  for 
many  for  the  remission  of  sins. 
(Matthew  26:26-28.) 

At  this  last  supper,  Jesus  was 
showing  his  disciples  the  way  to 
partake  of  the  sacrament.  We 
take  the  sacrament  each  Sunday 
to  help  us  remember  Jesus  and 
all  he  has  given  us. 

Sacramental  Hymn: 
"I'll  Remember   Thee"    or   "A 
Sacramental    Song"     (Sermons 
and  Songs  for  Little  Children, 
page  9.) 

Sacrament  Gem: 
The  Savior  said,  "If  ye  love  me, 
keep  my  commandments." 

Administration  of  the  Sacrament. 

Course  8: 

(Living  Our  Religion,  Part  II) 

Entire  class  sings,  "Jesus, 
Once  of  Humble  Birth"  (The 
Children  Sing,  No.  15). 

Present  as  a  flannelboard 
story  part  of  the  Easter  lesson, 
"Christ  Is  Risen,"  from  the  les- 
son manual,  page  191.  Begin  the 
story  with  the  words,  "At  last 
there  came  a  day  when  Jesus 
and  his  apostles  were  in  a  beau- 
tiful garden  ..."  and  end 
with,  "The  entrance  was  then 
sealed,  and  soldiers  were  placed 
near  to  watch  and  guard  the 
tomb  throughout  the  night." 
Not  all  of  the  action  should  be 
presented.  The  teacher  and  stu- 
dents could  decide  upon  three 
or  four  scenes  they  would  like 
to  depict.  For  example:  (1) 
Christ  in  the  garden,  (2)  Christ 
on  the  cross,  (3)  Christ's  tomb, 


(4)  the  guards  standing  beside 
the  tomb. 

The  children  could  draw  fig- 
ures and  cut  them  out  for  use 
on  the  flannelboard.  They  should 
be  large  and  brightly  colored  on 
heavy  construction  paper. 

One  or  more  children  could 
tell  the  story  in  their  own  words 
while  other  members  of  the  class 
place  the  pictures  on  the  flan- 
nelboard. 
Courses  3  and  4:  (Children  sing 
together) 

"Come  Follow  Me,"  The  Chil- 
dren Sing,  No.  60. 
Course  6: 
(Growing  in  the  Gospel,  Part  II) 

Entire  class  sings,  "I  Know 
That  My  Redeemer  Lives,"  The 
Children  Sing,  No.  17. 

The  class  then  presents  from 
their  lesson  manual  "The  First 
Easter"  page  107,  beginning 
with  "The  people  who  loved  and 
followed  Jesus  were  very  sad 
.  .  ."  and  continuing  through  to 
the  end  of  the  story. 

The  teacher  could  tell  most 
of  the  story.  The  children  could 
memorize  and  recite  the  scrip- 
tures on  page  108.  Pictures  from 
the  ward  library  could  be  used 
to  illustrate  the  story.  Children 
could  hold  these  up  at  appro- 
priate times. 

Pictures  that  could  be  used: 

"Easter,"  Teaching  aids  Packet  for 
Growing  in  the  Gospel,  Part  II. 

"Christ  Appearing  at  the  Tomb," 
The  Instructor  cover,  February, 
1968. 

"The  Ascension  into  Heaven,"  from 
your  ward  library,  or  the  picture 
"Jesus,"  Teaching  Aids  Packet, 
Growing  in  the  Gospel,  Part  II. 

A  picture  of  children  in  church,  to 
be  used  at  the  end  of  the  story. 
There  are  several  in  the  Teach- 
ing Aids  Packet  for  Growing  in 
the  Gospel,  Part  II. 
Hymns:     (by    the    entire    Junior 

Sunday  School) 

"Christ  Is  Risen,"  The  Children 
Sing,  No.  160. 

"Beautiful   Savior,"    The   Chil- 
dren Sing,  No.  195. 


JAN  UARY     1969 


13 


HIS  IS  AN 

INSPIRING 

LOVE 


by  Reed  H.  Bradford 

Have  you  ever  found  someone  who  loves  you  in 
the  sense  that  his  ultimate  goal  for  you  is  your  di- 
vine fulfillment?  This  means  he  recognizes  you  as 
a  child  of  our  Heavenly  Father.  He  knows  there  is 
a  divine  essence  within  you  which  has  many  poten- 
tials. He  assists  you  in  the  acquisition  of  knowledge 
and  understanding.  He  helps  you  to  learn  the  prin- 
ciples upon  which  salvation  and  eternal  life  are 
based.  He  is  patient  with  you  when  you  make  a 
mistake.  His  aim  is  not  to  "get  even"  with  you  or 
to  take  out  his  own  frustrations  on  you  because  of 
your  immaturity,  but  to  enlighten  you.  When  you 
ask  him  for  forgiveness  for  some  sin  or  error,  he 
grants  that  forgiveness  with  all  his  soul.  His  own 
example  helps  you  learn  how  to  behave  more  ma- 
turely. 

This  is  the  way  the  Savior  loves.  There  are  many 
examples  to  illustrate  it.  Consider  the  following 
scriptures: 

.  .  .  Good  Master,  what  shall  I  do  that  I  may 
inherit  eternal  life?  Thou  knowest  the  command- 
ments, Do  not  commit  adultery,  Do  not  kill,  Do  not 
steal,  Do  not  bear  false  witness,  Defraud  not,  Hon- 


(For  Course  16,  lessons  of  February  9  and  16,  "Jesus  Christ,  the 
Son  of  God"  and  "Mission  of  Jesus  Christ";  for  Course  18,  lessons 
of  January  5  and  12,  "The  Worth  of  the  Individual"  and  "The 
Grace  of  Christ";  for  Course  26,  lesson  of  March  16,  "Then  Shall 
Thy  Confidence  Wax  Strong";  for  Course  30,  lesson  of  February  16, 
"Candidates  for  Godhood";  to  support  family  home  evening  lesson 
26;  and  of  general  interest.) 

Art  by  Travis  Winn. 


our  thy  father  and  mother.  And  he  answered  and  said 
unto  him,  Master,  all  these  have  I  observed  from  my 
youth.  Then  Jesus  beholding  him  loved  him,  and 
said  unto  him,  One  thing  thou  lackest:  go  thy  way, 
sell  whatsoever  thou  hast,  and  give  to  the  poor,  and 
thou  shalt  have  treasure  in  heaven:  and  come,  take 
up  the  cross,  and  follow  me.  And  he  was  sad  at  that 
saying,  and  went  away  grieved:  for  he  had  great 
possessions.  And  Jesus  looked  round  about,  and 
saith  unto  his  disciples,  How  hardly  shall  they  that 
have  riches  enter  into  the  kingdom  of  God!  (Mark 
10:17,19-23.) 

On  another  occasion  Jesus  said: 

.  .  .  He  who  has  repented  of  his  sins,  the  same  is 
forgiven,  and  I,  the  Lord,  remember  them  no  more. 
(Doctrine  and  Covenants  58:42.) 

As  our  Savior  has  said  on  many  occasions,  his 
basic  desire  is  for  us  to  become  his  Sons  and  his 
Daughters  so  that  we  can  experience  the  same  peace, 
serenity,  growth,  fulfillment,  and  joy  that  he  ex- 
periences. For  anyone  who  is  sensitive,  this  kind  of 
love  is  an  inspiration.  Let  us  see  in  the  following 
case  how  this 'might  be  tried. 

JOHNNY  LINGO1 

"...  Get  Johnny  Lingo  to  help  you  find  what 
you  want  and  then  let  him  do  the  bargaining,"  ad- 
vised Shenkin  as  I  sat  on  the  veranda  of  his  guest 
house  and  wondered  whether  to  visit  Narabundi. 
"He'll  earn  his  commission  four  times  over.  Johnny 
Lingo  knows  values  and  how  to  make  a  deal." 

"Johnny  Lingo!"  The  chubby  boy  on  the  ver- 
anda steps  hooted  the  name,  then  hugged  his  knees 
and  rocked  with  shrill  laughter. 

"St-t,"  said  his  father  and  the  laughter  grew 
silent,  revealed  only  by  the  quivering  of  the  small 
back.  "Johnny  Lingo's  the  sharpest  trader  in  this 
part  of  the  Pacific." 

The  simple  statement  made  the  boy  choke  and 
almost  roll  off  the  steps.  Smiles  broadened  on  the 
faces  of  the  villagers  standing  near  by. 

"What    goes    on?"    I    demanded.    "Everybody 


xQuoted   from   "Johnny   Lingo,"   by  Patricia    McGreer;    Woman's 
Day,  November,  1965.  Used  by  permission. 


14 


THE     INSTRUCTOR 


Forty-ninth  in  a  Series  To  Support  the  Family 

around  here  tells  me  to  get  in  touch  with  Johnny 
Lingo  and  then  breaks  up.  Is  it  some  kind  of  trick, 
a  wild-goose  chase,  like  sending  someone  for  a  left- 
handed  wrench?  Is  there  no  such  person  or  is  he 
the  village  idiot  or  what?  Let  me  in  on  the  joke." 
"There's  no  joke,"  said  Shenkin.  "When  we  tell 
you  to  see  Johnny,  it's  good  advice." 

Eight  Cows 

"Only  one  thing.  Five  months  ago,  at  fall  festival 
time,  Johnny  came  to  Kiniwata  and  found  himself 
a  wife.   He  paid  her  father  eight  cows!" 

He  spoke  the  last  words  with  great  solemnity 
and  I  knew  enough  about  island  customs  to  be  thor- 
oughly impressed.  Two  or  three  cows  would  buy  a 
fair-to-middling  wife,  four  or  five  a  highly  satisfac- 
tory one. 

"Good  grief,"  I  said.  "Eight  cows!  She  must  have 
beauty  that  takes  your  breath  away." 

"She's  not  ugly,"  he  conceded,  and  smiled  a 
little,  well  pleased  with  my  reaction.  "But  the  kind- 
est could  only  call  Sarita  plain.  .  .  .  She  was  little 
and  skinny.  .  .  .  She  walked  with  her  head  ducked 
and  her  shoulders  hunched,  as  if  she  was  trying  to 
hide  behind  herself.  Her  cheeks  had  no  color,  her 
eyes  never  opened  beyond  a  slit  and  her  hair  was  a 
tangled  mop  half  over  her  face.  She  was  scared  of 
her  own  shadow,  frightened  by  her  own  voice.  She 
was  afraid  to  speak  up  or  laugh  in  public.  She  never 
romped  with  the  girls,  so  how  could  she  attract 
the  boys?" 

"But  she  attracted  Johnny?" 

"What  is  the  story?"  .  .  . 

"All  the  way  to  the  Council  tent  the  cousins  were 
urging  Sam  to  try  for  a  good  settlement.  Ask  for 
three  cows,  they  told  him,  and  hold  out  for  two 
until  you're  sure  he'll  only  pay  one.  But  Sam  was 
in  such  a  stew  and  so  afraid  that  there' d  be  some 
slip  in  this  marriage  chance  for  Sarita  that  they 
knew  he  wouldn't  hold  out  for  anything.  So  while 
they  waited  they  resigned  themselves  to  accepting 
one  cow  and  thought  instead  of  their  luck  in  getting 
such  a  good  husband  for  Sarita.  Then  Johnny  came 
into  the  tent,  and,  without  waiting  for  a  word  from 


Home  Evening  Program 

any  of  them,  went  straight  up  to  Sam  Karoo, 
grasped  his  hand  and  said,  'Father  of  Sarita,  I  offer 
eight  cows  for  your  daughter.'  Sam  thought  he  was 
making  game  of  him  and  tried  to  pull  away.  But 
Johnny  held  on  till  the  father  and  the  cousins  were 
all  convinced  that  he'd  gone  mad  and  they'd  better 
seal  the  contract  before  he  came  to  his  senses." 

"And  he  delivered  the  cows?" 

"At  once.  .  .  .  The  wedding  was  that  same  eve- 
ning and  as  soon  as  it  was  over  Johnny  took  Sarita 
to  the  island  of  Cho  for  the  first  week  of  marriage. 
Then  they  went  home  to  Narabundi  and  we  haven't 
seen  them  since.  .  .  ." 

"Eight  cows,"  I  said  unbelievingly.  .  .  .  "I'd 
like  to  meet  Johnny  Lingo." 

They  Wonder  Why 

"That's  what  we've  all  been  telling  you."  My 
host's  grin  was  wide.  "You  should  meet  Johnny. 
For  many  reasons." 

I  wanted  fish,  I  wanted  vegetables,  I  wanted 
pearls,  so  the  next  afternoon  I  beached  my  boat  at 
Narabundi.  And  I  noticed  with  passing  interest  as  I 
asked  directions  to  the  five-room  house  of  Johnny 
Lingo  that  the  mention  of  his  name  brought  no  sly 
smile  to  the  lips  nor  even  a  twinkle  to  the  eyes  of 
his  fellow  Narabundians.  And  when  I  met  the  slim, 
serious  young  man,  when  he  welcomed  me  to  his 
home  with  a  grace  that  made  me  feel  the  owner,  I 
was  glad  that  from  his  own  people  he  had  respect  un- 
mingled  with  mockery.  .  .  . 

We  sat  on  softly  plaited  bamboo  chairs  in  the 
main  room  of  his  house  and  talked  of  the  things  I 
wanted.  He  agreed  to  guide  me  to  good  fishing,  to 
sell  me  vegetables,  to  bargain  for  pearls.  And  then 
he  said:  "You  come  here  from  Kiniwata?" 

And  I  said,  yes,  that  was  where  I'd  been  told 
to  look  him  up. 

"They  speak  much  of  me  on  that  island?" 

"Yes,"  I  said.  "They  say  there's  almost  nothing 
I  want  that  you  can't  help  me  get." 

He  smiled  gently.  "My  wife  is  from  Kiniwata." 

"Yes,  I  know." 

(Continued  on  following  page.) 


fmwX  "  -If 


-J.4. 


JAN  UARY     1969 


15 


HIS   IS  AN   INSPIRING   LOVE    (Continued  from  preceding  page.) 


"They  speak  much  of  her?" 

"A  little." 

"What  do  they  say?" 

"Why,  just — "  The  question  caught  me  off  bal- 
ance. "They  told  me  her  name  and  who  her  father 
was  and  that  you  were  married  at  fall  festival  time." 

"Nothing  more?"  The  curve  of  his  eyebrows  told 
me  he  knew  there  had  to  be  more. 

"They  also  say  the  marriage  settlement  was  eight 
cows."  I  paused,  then  went  on,  coming  as  close  as 
I  could  to  a  direct  question.  "They  wonder  why." 

"They  say  that?"  His  eyes  lighted  with  pleasure. 
He  seemed  not  to  have  noticed  the  question.  "Every- 
one in  Kiniwata  knows  about  the  eight  cows?" 

I  nodded. 

Sarita 

"And  in  Narabundi  everyone  knows  it,  too."  His 
chest  expanded  with  satisfaction.  "Always  and  for- 
ever, when  they  speak  of  marriage  settlements,  it 
will  be  remembered  that  Johnny  Lingo  paid  eight 
cows  for  Sarita." 

So  that's  the  answer,  I  thought  with  disappoint- 
ment. All  this  mystery  and  wonder  and  the  explana- 
tion's only  vanity.  It's  not  enough  for  his  ego  to 
be  known  as  the  smartest,  the  strongest,  the  quick- 
est. He  had  to  make  himself  famous  for  his  way  of 
buying  a  wife.  I  was  tempted  to  deflate  him  by  re- 
porting that  in  Kiniwata  he  was  laughed  at  for  a 
fool. 

And  then  I  saw  her.  Through  the  glass-beaded 
portieres  that  shimmered  in  the  archway,  I  watched 
her  enter  the  adjoining  room  to  place  a  bowl  of 
blossoms  on  the  dining  table.  She  stood  still  a  mo- 
ment to  smile  with  sweet  gravity  at  the  young  man 
beside  me.  Then  she  went  swiftly  out  again.  And 
she  was  the  most  beautiful  woman  I  have  ever  seen. 
Not  with  the  beauty  of  the  girl  who  carried  fruit. 
That  now  seemed  cheap,  common,  earthbound.  This 
girl  had  an  ethereal  loveliness  that  was  at  the  same 
time  from  the  heart  of  nature.  The  dew-fresh  flow- 
ers with  which  she'd  pinned  back  her  lustrous  black 
hair  accented  the  glow  of  her  cheeks.  The  lift  of  her 
shoulders,  the  tilt  of  her  chin,  the  sparkle  of  her 
eyes  all  spelled  a  pride  to  which  no  one  could  deny 
her  the  right.  And  as  she  turned  to  leave  she  moved 
with  a  lithe  grace  that  made  her  look  like  a  queen.  .  .  . 

When  she  was  out  of  sight  I  turned  back  to 
Johnny  Lingo  and  found  him  looking  at  me  with 
eyes  that  reflected  the  pride  in  the  girl's. 

"You  admire  her?"  he  murmured. 

"She — she's  glorious.  Who  is  she?" 

"My  wife." 

I  stared  at  him  blankly.    Was  this  some  custom 


I  had  not  heard  about?  Had  he,  for  the  price  of  eight 
cows,  bought  both  Sarita  and  this  other?  Before  I 
could  form  a  question  he  spoke  again. 

"That  is  Sarita." 

"But  she's  not  the  Sarita  from  Kiniwata,"  I  said. 

"There  is  only  one  Sarita."  His  way  of  saying 
the  words  gave  them  a  special  significance.  "Perhaps 
you  wish  to  say  she  does  not  look  the  way  they  say 
she  looked  in  Kiniwata." 

What  She  Thinks  About  Herself 

"She  doesn't."  The  impact  of  the  girl's  appear- 
ance made  me  forget  tact.  "I  heard  she  was  homely, 
or  at  least  nondescript.  They  all  make  fun  of  you 
because  you  let  yourself  be  cheated  by  Sam  Karoo." 

"You  think  he  cheated  me?  You  think  eight  cows 
were  too  many?"  A  slow  smile  slid  over  his  lips  as 
I  shook  my  head.  "Soon  it  will  be  the  spring  festival 
and  I  will  take  my  Sarita  back  to  Kiniwata.  She 
can  see  her  father  and  her  friends  again.  And  they 
can  see  her.  Do  you  think  anyone  will  make  fun 
of  us  then?" 

"Not  likely.  But  I  don't  understand.  How  can 
she  be  so  different  from  the  way  she  was  described?" 

"She  has  been  five  months  away  from  Kiniwata. 
Much  has  happened  to  change  her.  Much  in  particu- 
lar happened  the  day  she  went  away." 

"You  mean  she  married  you?" 

"That,  yes.  But  most  of  all,  I  mean  the  arrange- 
ments for  the  marriage." 

"Arrangements?" 

"Do  you  ever  think,"  he  asked  reflectively, 
"what  it  must  mean  to  a  woman  to  know  that  her 
husband  has  met  with  her  father  to  settle  the  low- 
est price  for  which  she  can  be  bought?  And  then 
later,  when  all  the  women  talk,  as  women  do,  they 
boast  of  what  their  husbands  paid  for  them.  One 
says  four  cows,  another  maybe  six.  How  does  she 
feel,  the  woman  who  was  sold  for  one  or  two?  This 
could  not  happen  to  my  Sarita." 

"Then  you  paid  that  unprecedented  number  of 
cows  just  to  make  your  wife  happy?" 

"Happy?"  He  seemed  to  turn  the  word  over  on 
his  tongue,  as  if  to  test  its  meaning.  "I  wanted 
Sarita  to  be  happy,  yes,  but  I  wanted  more  than 
that.  You  say  she's  different  from  the  way  they 
remember  her  in  Kiniwata.  This  is  true.  Many 
things  can  change  a  woman.  Things  that  happen 
inside,  things  that  happen  outside.  But  the  thing 
that  matters  most  is  what  she  thinks  about  herself. 
In  Kiniwata,  Sarita  believed  she  was  worth  nothing. 
Now  she  knows  she  is  worth  .  .  .  [very  much]." 

"Then  you  wanted — " 

"I  wanted  to  marry  Sarita.  I  loved  her.  .  .  ." 


16 


THE     I  NSTRUCTOR 


"But — "  I  was  close  to  understanding. 
"But,"  he  finished  softly,  "I  wanted  an  eight- 
cow  wife." 

Jesus'  Love 

The  Savior  sees  in  each  of  us  the  possibility  of 
our  becoming  a  Son  or  Daughter  to  our  Heavenly 
Father.  He  was  willing  to  pay  a  great  price  in  order 
for  us  to  have  this  opportunity.  No  one  should  be- 
little his  own  potential,  because  this  would  represent 
failure  to  recognize  the  wisdom  and  the  love  in- 
volved in  the  Savior's  many  gifts  to  us,  including, 
especially,  his  atonement. 

We  too  can  love  ourselves  and  others  as  he  loves. 
I  personally  would  change  the  last  line  of  the  story, 
Johnny  Lingo.  Instead  of  saying,  "I  wanted  an 
eight-cow  wife,"  I  would  say,  "I  wanted  Sarita  to 
become  an  eight-cow  woman."  This  to  me  repre- 


sents a  divine  kind  of  love.  It  would  mean  that  I 
was  not  thinking  of  her  only  as  a  person  who  was  going 
to  satisfy  my  own  needs  as  a  husband,  but  it  would 
mean  that  I  was  thinking  equally  of  her  needs,  her 
gifts,  and  her  potentials  as  a  woman  and  as  a  child 
of  a  divine  Father  in  heaven.  If  I  loved  her  in  that 
way,  I  would  be  most  likely  to  inspire  her.  When 
individuals  love  each  other  that  way,  it  permits 
them  to  achieve  things  together  that  they  cannot 
achieve  by  themselves  because  now  they  cross-fer- 
tilize each  other's  lives.  They  stimulate  each  other. 
They  help  each  other. 

"I  stand  all  amazed  at  the  love  Jesus  offers  me."2 
Each  one  of  us  can  best  express  his  appreciation 
to  the  Master  by  manifesting  his  kind  of  love  to- 
ward every  human  soul. 


2First    line   of   the   hymn,    "I   Stand   All    Amazed,"    by    Chas.    H. 
Gabriel;    Hymns — The   Church  of  Jesus  Christ   of  Latter-day   Saints, 
No.  80. 
Library  File  Reference:  CHARITY. 


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Abbreviations  on  the  chart  are  as  follows 
Numbers  indicate:    Year — month — page 
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Use  ward  library. 


SUNDAY  SCHOOL  COURSE  NUMBER 

March             3 

4 

6 

8 

10 

12 

14 

16 

18 

26 

28 

30 

62-7-Cover 

62-10-349 

65-3-95 

58-7-200* 

61-5-156 

61-6-199* 

61-1-Fbs 

66-6-218 

58-5-Isbc* 

66-8-294 

61-5-152 

64-8-292 

63-9-Cover 

65-4-135, 
145 

66-1-21 
66-11-438* 

60-10-346 

61-7-230 

65-3-100 

64-11-459 

67^4-Cs* 

64-7-Fbs 

66-10-384* 

63-5-156 

62-12-Cs 

63-5-158 

65-4-160 

Review 

65-3-112 

68-11-438 

68-4-138 

2 

63-1-Cover* 

66-11-426* 

65-5-204 

67-4-Osbc* 

64-5-176 

67-4-Cs, 
162* 

67-9-Cover* 

67-2-Isbc* 

66-5-Fbs* 

63-1-18* 

60-9-Cs* 

61-6-208* 

61-4-120 

63-4-Isbc 

64-12-482    . 

67-6-218 

65-5-168 

63-1-8* 

66-9-361 

67-4-148 

68-1-30 

65-9-378 

63-4-116 

61-8-Fbs 

61-6-215* 

63-5-158 

66-3-92 

67-4-138* 
67-12-466, 
468 

65-8-334 

64-4-149 

67-6-224 

68-4-144 
9 

64-3-92 

65-3-102 
65-4-126 

63-5-182 

65-5-168, 
206 

67-3-124 
67-4-Cover* 

65-4-149 
67-4-Cs* 

66-5-168* 

67-1-4,  24* 
67-11-452 

68-5-180 

66- 12-456* 

67-2-68* 
67-5-173* 

66-8-320 

67-7-290* 

67-4- Fbs* 

60-7-236 * 

61-12-426 

63-4-116 

60-9-318* 

54-7-Cs* 

60-5-170* 

63-2-73* 

64-12-482 

66-4-132 

64-4-151 

65-10-394 

56-9-Cs* 

64-7-Cs 

62-4-142 

63-6-218,: 

61-2-56 

56-7-193* 

62-1-8* 

65-8-330 

66-3-92 

68-3-127 

65-4-153 

67-1-30* 

60-9-Isbc* 

-,          66-4-158 
16          66-7-270 

63-9-312, 

65-4-138 

64-1-12 

58-7-222* 

62-12-402 

66-7-250 

66-5-168* 

68-9-360* 

65-9  Cs 

62-4-138 

Fbs 

66-9-329 

67-9-348* 

63-6-Fbs* 

65-11-443* 

67-11-456 

67-1-4,  24* 
67-11-452 

66-2-41 

64-1-6 

66-2-73 

68-3  107, 
112 

63-7-Cover 

66-11-433* 

67-6-Cs 

67-5-Cs, 

67-6-242 

65-5-167 

198* 

61-2-Cover 

61-10-327* 

63-1-3 

65-8-304, 

54-4-Cs* 

61-3-91 

60-9-318 

65-8-330 

60-4-134 

67-4-Cs* 

63-5-182 

64-3-111 

62-10-327 

63-5-Fbs 

Isbc 

59-4-110 

61-4-116 

61-2  56 

67-1-18* 

65-2-52 

67-5-182* 
67-6-226 

65-1-30 

67-7-286* 

65  5-Fbs, 
202 
65-6-Fbs 

66-3-112 

66-1-37 

59-6-207 

63-3-108 

64-4-140 

67-11-456 

66-3-92 

68-1-10 

68-9-Cover* 
23 

63-6-196* 
63-7-266 

65-1-21 
66-11-429* 

65-2-56 
67-9-348* 

68-3-127 

Review 

66-5-204* 

67-12-476 

58-2-Cover* 

62-8-259 

66-1-2 

60-8-Cs* 

59-7-Cs, 

61-11-379* 

63-8-275* 

63-2-73* 

60-9-318* 

61-6-Fbs* 

63-7-229 

61-10-367* 

67-6-Cover 

63-2-59, 

66-2-60 

65-5-Fbs 

Fbs 

63-4-122 

65-2-92 

66-7-250, 

62-10-Isbc 

64-6-220 

66-6-220 

61-11-395*  1 

30          67-U-455 

61* 

67-5-180, 

193* 

67-4-133 

61-6-192* 
61-8-282 

63-5-162 

66-4-123 

282 
66-11-Fbs* 

65-8-330 

65-3-100 

67-5-182 

66-10-378* 

64-9-335 

67-5-211* 

67-5-184, 

66-7-Isbc 

67-1-18* 
67-11-456 

S5-4-156 

5 

■.mwmaB&w*.                   wkw,™*™™*™- 

68-4-137 

67-6-Cs* 

67-6-Cs 
67-9- Fbs* 

193* 

67-3-114 

67-2-68* 
67-5-173* 

66-1-38 

; 

JAN  UARY     1969 


17 


Born  of 
the  Spirit 


Everyone  must  be  born  of  the  Spirit  if  he  is  to 
be  redeemed,  that  is,  if  he  is  to  be  brought  back 
to  the  Lord.1 

The  Prophet  Alma  asked: 

And  now  behold,  I  ask  of  you,  my  brethren  of 
the  church,  have  ye  spiritually  been  born  of  God? 
Have  ye  received  his  image  in  your  countenances? 
Have  ye  experienced  this  mighty  change  in  your 
hearts?    (Alma  5:14.) 

What  does  it  mean  to  be  "born  of  God"? 

Being  born  of  God — born  of  the  Spirit  or  re- 
ceiving the  Spirit  baptism — is  simply  the  act  of  re- 
ceiving the  Spirit  of  Christ  unto  ourselves  and 
allowing  the  Holy  Spirit  to  dwell  within  us. 

This  is  a  priceless  gift  and  worth  all  we  possess. 
King  Lamoni  said  to  Alma: 

.  .  .  What  shall  I  do  that  I  may  be  born  of  God, 
having  this  wicked  spirit  rooted  out  of  my  breast, 
and  receive  his  Spirit,  that  I  may  be  filled  with  joy, 
that  I  may  not  be  cast  off  at  the  last  day?  Behold 
.  .  .  I  will  give  up  all  that  I  possess,  yea,  I  will 
forsake  my  kingdom,  that  I  may  receive  this  great 
joy.  (Alma  22:15.) 

(For  Course  8,  lesson  of  March  16,  "The  Gift  of  the  Holy  Ghost"; 
for  Course  14,  lesson  of  March  23,  "The  Holy  Ghost";  for  Course 
16,  lesson  of  May  20,  "Gift  of  the  Holy  Ghost";  for  Course  18,  lesson 
of  March  30,  "First  Principles  and  Ordinances";  for  Course  26,  lesson 
of  March  16,  "Then  Shall  Thy  Confidence  Wax  Strong";  for  Course 
30,  lessons  of  February  16  and  March  23,  "Candidates  for  Godhood" 
and  "A  Voice  of  Warning";  to  support  family  home  evening  lesson 
26;  and  of  general  interest.) 

'See    Mosiah    27:24-36;    Alma    22:15;    Alma    38:6. 


To  be  born  of  the  Spirit  means  a  day-by-day, 
hour-by-hour  commitment  to  walk  and  talk  with 
Him,  to  feel  His  presence  within  our  hearts.  It  is  to 
make  God  the  center  of  our  lives  by  establishing  a 
direct  personal  contact  with  him  through  prayer. 

A  friend2  of  mine  says:  "There  is  a  difference 
between  accepting  Christ  intellectually,  because  he 
is  the  Savior  of  the  world,  and  receiving  him  spirit- 
ually within  me,  because  he  is  the  Redeemer  of  my 
fallen  nature3 — even  the  Savior  of  my  life.  As  his 
Spirit  comes  in  to  fill  my  life,  something  of  me  has 
to  go." 

As  the  Holy  Spirit  comes  to  dwell  within  us,  it 
brings  with  it  the  attributes  of  God:  faith,  love, 
truth,  patience,  temperance,  Godliness — and  these 
are  carried  into  our  beings  as  a  gift  from  the  Savior. 
Not  only  does  the  Holy  Spirit  bring  the  spiritual 
gifts  into  our  lives,  but  it  purges  and  cleanses  our 
minds  of  fear,  resentment,  greed,  and  every  impure 
thing  we  have  stored  there. 

As  the  Holy  Spirit  flows  into  our  being,  we  have 
spiritual  power  to  overcome  our  weaknesses,  and 
we  are  filled  with  his  love. 

By  yielding  to  God  we  sanctify  ourselves  by  let- 
ting our  minds  become  single  to  God.  And  the  day 
will  come  when  we  shall  see  him  and  know  that  he 
is,  for  he  will  unveil  his  face  to  us: 

Therefore,  sanctify  yourselves  that  your  minds 
become  single  to  God,  and  the  days  will  come  that 
you  shall  see  him;  for  he  will  unveil  his  face  unto 
you,  and  it  shall  be  in  his  own  time,  and  in  his  own 
way,  and  according  to  his  own  will.  (Doctrine  and 


Covenants  88:68.) 


— Joyce  Bowen  Maughan. 


2Gertrude  Mayne. 

;!See  Mosiah   3:19;    Moroni    10:33.     See   also   Bruce   R.    McConkie, 
Mormon  Doctrine;  Bookcraft,  Inc.,  Salt  Lake  City,  Utah,  1966;   "Pur- 
ity," page  612. 
Library  File  Reference:  SPIRITUAL  LIVING. 


CHRIST  IS   RISENI-SUGGESTED   EASTER  PROGRAM    (Concluded  from  page  11.) 


of  him,  this  is  the  testimony, 
last  of  all,  which  we  give  of  him: 
That  he  lives!  For  we  saw  him, 
even  on  the  right  hand  of  God; 
and  we  heard  the  voice  bearing 
record  that  he  is  the  Only  Be- 
gotten of  the  Father — That  by 
him,  and  through  him,  and  of 
him,  the  worlds  are  and  were 
created,  and  the  inhabitants 
thereof  are  begotten  sons  and 
daughters  unto  God.  (Doctrine 
and  Covenants  76:22,  23.) 

However,  the  testimony  of  our 
Savior's  rising  from  the  dead  is 
not  founded  alone  on  the  writ- 


ten or  spoken  witness  of  others. 
"To  him  who  seeks  in  faith  and 
sincerity  shall  be  given  an  indi- 
vidual conviction  which  will  en- 
able him  to  confess  reverently 
as  the  enlightened  apostle  of 
old:  'Thou  art  the  Christ,  the 
Son  of  the  living  God,'  or  of  Job, 
'I  know  that  my  Redeemer  liv- 
eth.'  "G 

We  are  destined  to  live 
through  the  eternities,  after  the 
spirit  and  the  body  are  reunited 
in  the  resurrection.  Only  in  such 
reuniting    is    opportunity    and 

«James   E.  Talmage,    Jesus   the  Christ,  page 
699. 


achievement  and  fulness  of  glory 
possible.  The  resurrection  af- 
firms the  eternal  nature  of  man. 

Hymn: 

"I   Know  That  My   Redeemer 
Lives,"  Hymns,  No.  95. 
(Soloist  to  sing  verses,  with  con- 
gregation joining  in  the  chorus.) 

Closing  Prayer. 

Easter  Program  Committee:  Robert  M. 
Cundick,  chairman;  Donna  D.  Soren- 
sen;  Carol  C.  Smith;  Kathryn  B. 
Vernon. 

Junior  Sunday  School  Program:  Carol 

C.  Smith. 

Senior  Sunday  School  Program:  Donna 

D.  Sorensen. 


18 


THE     INSTRUCTOR 


1 


Easter  Morning 

.  .  .  Now  is  Christ  risen  from  the  dead, 

and  become  the  firstfruits  of  them  that  slept. 

—  Corinthians  15:20. 

Perhaps  the  best  known  and  most  beautiful  account  of  the  resurrection 
of  our  Savior  is  found  in  the  Gospel  of  John.  Read  John  20:1-18  and  go  with 
Mary  Magdalene,  Peter,  and  John  into  the  garden  where  two  nights  ago  the 
disciples  had  mourned  the  death  of  Jesus.  They  had  seen  his  body  bound  in 
linen,  anointed  with  burial  spices,  and  laid  to  rest  in  a  "new  sepulchre." 
Now  —  as  the  two  apostles  hurry  in  excitement  and  confusion  from  the 
empty  tomb  —  stand  among  the  lilies,  shrubs,  and  wild  roses  awakening  in 
the  morning  sun  and  share  the  amazed,  overwhelming  joy  of  Mary  Magda- 
lene,  who  has  just  recognized  her  Lord  and  fallen  at  his  feet  with  the  whisper, 
"Master." 

As  you  kneel  with  her  in  the  light  of  the  risen  Christ  on  Easter  morning, 
you  cannot  but  feel  profoundly  the  sublime  drama  of  this  moment  of  recog- 
nition. Already  within  Mary  must  be  dawning  the  first  hints  of  the  immense 
significance  of  Christ's  reappearance.  And  now  he  is  about  to  give  her  the 
message  that  must  someday  spread  a  new,  unquenchable  hope  through  all 
the  world  and  bind  the  hearts  of  men  in  eternal  brotherhood:  ".  . .  Go  to  my 
brethren,  and  say  unto  them,  I  ascend  unto  my  Father,  and  your  Father;  and 
to  my  God,  and  your  God."  (John  20:17.) 

For  this  corruptible  must  put  on  incorruption, 

and  this  mortal  must  put  on  immortality. 

.  .  .  Death  is  swallowed  up  in  victory. 

O  death,  where  is  thy  sting? 

O  grave,  where  is  thy  victory?  . . . 

. . .  Thanks  be  to  God, 

which  giveth  us  the  victory 

through  our  Lord  Jesus  Christ. 

(1  Corinthians  15:53-57 .) 

—  Anita  Jensen. 

(Concluded  on  opposite  back  of  picture.) 


- 1 


Ja-z 


o   « 


go 


xvHfe 


it 

5 » 


Easter  Morning 

(Concluded  from  opposite  back  of  picture.) 


THE  PICTURE 

In  this  painting  the  tomb  that  was  provided 
for  the  body  of  Jesus  is  situated  on  a  slight  knoll. 
Beyond,  we  can  see  the  crosses  of  Calvary  remind- 
ing us  that  Christ  was  crucified  there.  We  remem- 
ber that  his  body  lay  in  the  tomb  three  days. 

As  we  see  him  in  the  resurrection,  his  cloth- 
ing is  exceedingly  white  and  seems  to  radiate  light 
around  his  personage.  Even  the  white  walls  of  the 
tomb  and  those  winding  down  the  narrow  path  of 
steps  seem  to  partake  of  this  light. 

The  woman  kneeling  at  the  feet  of  Christ  is 
Mary  Magdalene.  The  two  men  in  the  foreground 
—  John,  an  unbearded  youth,  and  Peter,  older 
and  bearded  —  walk  in  the  shaded  area  of  the 
steps,  away  from  the  scene.  Their  highly  excited 
expressions  and  extreme  gestures  indicate  that 
they  have  been  confounded  by  the  empty  tomb. 

The  Lord's  gesture  to  Mary  seems  both  divine 
and  natural,  and  in  the  mood  of  that  moment 
neither  she  nor  we  can  doubt  that  "He  is  risen!" 

THE  ARTIST 

"Easter  Morning"  is  a  religious  work  of  the 
Danish  painter  Christen  Dalsgaard. 

In  1856  —  six  years  after  the  Gospel  of  Jesus 
Christ  was  introduced  in  Denmark  —  Dalsgaard 
painted  the  picture  entitled,  "Two  Mormons  in 
Their  Travels  Have  Come  to  a  Carpenter's  Home 
in  the  Country  Where  They  Try  to  Win  Prose- 
lytes by  Preaching  and  Showing  Their  Literature." 
(A  shorter  title  of  the  painting  is  "Danish  Mor- 
mon Missionary."  It  was  reproduced  in  The  In- 
structor,  September,  1956,  with  an  explanatory 
article  on  page  272.)  Regarding  this  painting,  one 
Danish  commentator  has  stated:  "It  opened  the 
public's  interest  for  the  artist's  talent.  It  is  a  very 
firm  characterization  and  a  deeply-felt  performed 
picture."1    Said    another    learned    Danish    critic: 


".  .  .  It  was  very  famous.  It  is  considered  to  be 
very  valuable."2  The  original  painting  hangs  in 
the  State  Museum  of  Art  in  Copenhagen.  A  pho- 
tographed reproduction  of  the  painting  can  be 
seen  in  the  Mission  Home  in  Salt  Lake  City. 

In  1859  Dalsgaard  was  awarded  the  Neuhau- 
senski  Money  Prize  for  "Two  Old  Jute  Poor  Folk 
Partaking  of  the  Sacrament  in  Their  Home,"  and 
in  1861  the  same  prize  for  "Woman  Returning  to 
Church."  This  work  received  a  gold  medal  at  the 
exhibition  in  Copenhagen  and  was  purchased,  as 
were  other  paintings  of  Dalsgaard,  for  the  Royal 
Collection  of  Paintings.  He  painted  many  religious 
pictures. 

In  1860  he  painted  the  picture  that  is  gener- 
ally regarded  as  his  main  work,  "Confiscation." 
This  painting  hangs  in  the  Royal  Gallery  in  Co- 
penhagen. 

Dalsgaard  became  a  professor  at  the  Academy 
of  Soro  in  1862  and  taught  there  until  his  death 
in  1907. 

Final  comments  on  his  life  and  art  are  mostly 
from  his  fellow  Danes:  ".  .  .  He  described  much 
of  the  life  of  the  simple  people.  He  always  ex- 
pressed great  feeling  for  the  psychological.  —  Very 
happy  in  composition  and  in  the  lines  and  motions 
of  his  figures. . .  ."3 

"As  an  artist  he  belongs  with  his  nobility  of 
feeling.  His  psychological  nobility  and  understand- 
ing and  his  genuine  naturalism  are  superb,  al- 
though his  form  may  be  headstrong  and  serious 
and  the  colors  dark."4 

—  F.  Donald  Isbell. 


1  Dansk  Biografisk  Lexikon,  IV  Bind;   C.  F.  Bricka,  Copenhagen, 
Denmark,  1890;  pages  164,  165. 


2  Allgemeines  Lexikon    der   Bildenden   Kunstler,    edited   by   Ulrich 
Thiene;  Verlag  Von  E.  A.  Seemann,  Leipzig,  Germany;  page  308. 

3  Ibid,  page  308. 

4  Dansk  Biografisk  Handleksikon,  I  Bind;  Svend  Dahl  and  P.  Engel- 
stoft,  Copenhagen,  Denmark,  1920;  page  367. 

(For  Course  14,  lesson  of  February  2,  "Post-Mortality";  for  Course 
16,  lesson  of  March  2,  "Our  Acceptance  of  Jesus  Christ";  for  Course 
18,  lesson  of  January  19,  "The  Resurrection  and  Eternal  Life";  for 
Course  30,  lesson  of  March  16,  "The  True  Church,  A  Missionary 
Church";  and  for  all  Easter  lessons.) 

Library  File  Reference:    RESURRECTION  AND  ASCENSION. 


PART   I 

Indian  legends  tell  of  a  white  God  who  visited  their 
ancestors  long  ago,  and  their  faith  is  that  .  .  . 

The  Great  White 
Father  Will  Return 


Flannelboard  Story  by  Marie  F.  Felt 


It  was  a  dramatic  moment  when  Christopher  Co- 
lumbus and  his  men  landed  on  American  shores  in 
1492.  Columbus  called  the  people  he  found  there 
Indians,  because  he  thought  he  had  arrived  in  India. 
But  this  was  not  so.  This  was  America,  a  choice 
land  to  which  the  ancestors  of  these  people,  headed 
by  the  prophet  Lehi,  had  come  from  far-off  Jeru- 
salem 600  years  before  Jesus  was  born  in  Bethlehem. 

These  Indians  who  greeted  Columbus  were  real- 
ly what  we  in  the  Church  call  "Lamanites,"  descend- 
ants of  Lehi's  son  Laman.  This  book  (hold  up  the 
Book  of  Mormon)  tells  us  that  Laman  had  refused 
to  do  that  which  was  right,  so  he  and  those  who 
followed  him.  became  dark-skinned.  Those  who  fol- 
lowed Laman's  brother  Nephi  were  called  Nephites. 
They  had  fair  skins.  In  this  book  we  learn  what  hap- 
pened to  these  people  throughout  many,  many  years. 
[End  of  Scene  /.] 

The  Lamanite  and  Nephite  people  in  America 
had  prophets,  just  as  the  people  in  Palestine  did, 
and  these  prophets  told  the  people  what  would  hap- 
pen when  Jesus  was  born  and  when  he  died.  Those 
who  were  faithful  understood  and  looked  forward 
to  the  coming  of  the  Savior  to  this  world. 

At  the  time  Jesus  was  born,  the  sun  did  not  go 
down  in  America.  It  was  light  for  a  day,  a  night, 
and  a  day.  Later,  when  Jesus  died,  it  was  dark  both 
day  and  night  for  three  days,  and  many  people  were 
frightened.  When  the  light  returned,  crowds  gath- 
ered about  the  temple.  As  they  talked  about  the 
strange  happenings  and  the  great  destruction  that 
had  taken  place,  they  heard  a  voice  say,  "Behold 
my  Beloved  Son  in  whom  I  am  well  pleased."  Look- 
ing upward,  ".  .  .  they  saw  a  Man  descending  out 
of  heaven;  and  he  was  clothed  in  a  white  robe;  and 
he  came  down  and  stood  in  the  midst  of  them."  It 
was  Jesus,  our  Heavenly  Father's  Son.  He  had 
come  at  last  as  he  had  promised. 

As  he  stretched  forth  his  hand  to  them,  he  said, 
"Behold,  I   am  Jesus   Christ,   whom  the   prophets 


(For  Course  8,  lessons  of  February  16  and  March  2,  "Those  Who 
Seek  the  Truth"  and  "Indians  Are  Waiting  for  the  Gospel";  for 
Course  10,  lesson  of  May  4,  "Indians,  Friend  and  Foe";  for  Course 
12,  lesson  of  February  23,  "A  Leader  Shares";  for  Course  14,  lesson 
of  April  27,  "Israel";  for  Course  18,  lesson  of  February  2,  "The 
Book  of  Mormon";  for  Course  30,  lessons  of  March  9  and  16, 
"Israel  in  Latter  Days"  and  "The  True  Church,  A  Missionary 
Church";  and  of  general  interest.) 


testified  shall  come  into  the  world."  (See  3  Nephi 
11:7-10.)  Then  he  blessed  them  and  healed  their 
sick.  He  also  organized  his  Church  among  them. 
When  he  had  completed  his  mission  he  ascended  into 
heaven  to  be  with  his  Father.  Before  he  left,  how- 
ever, he  promised  that  he  would  come  again.  [End 
of  Scene  //.] 

For  a  long  time  the  people  remembered  Jesus' 
teachings,  but  then  both  the  Nephites  and  Laman- 
ites began  to  grow  wicked  and  they  forgot  Jesus. 
After  the  Nephites  were  destroyed  in  a  great  battle, 
only  the  Lamanites  were  left  on  the  land.  Years 
later  Jesus  lived  only  as  a  legend  in  their  memories, 
and  his  visit  was  passed  on  by  word  of  month  from 
one  generation  to  another.  The  legend  was — the 
Great  White  Father  will  come  again. 

This  legend  is  still  remembered  by  the  Indians 
today.  They  are  still  looking  for  the  return  of  the 
Great  White  God  who  is  Jesus  Christ.  Legends  of 
the  many  Indian  tribes  differ,  but  all  of  them  have 
this  truth  in  common:  the  Great  White  God  will 
return  to  see  them. 

Mexican  legends  say  that  Quetzalcoatl1  (the 
Toltec  name  for  Jesus  Christ,  the  Great  White  God) 
came  from  Yucatan.  ".  .  .  He  was  called  the  Lord 
...  He  was  born  of  a  virgin  .  .  .  He  fasted  as  a 
preparation  for  his  work.  .  .  .  He  was  the  creator  of 
the  world  ...  He  had  a  human  body  like  other 
men,  yet  was  a  God  ...  He  always  wore  a  long  white 
robe  .  .  .  He  gave  laws  to  the  people."2 

The  Pueblo  Indians  say  that  before  Montezuma 
(Jesus  Christ)  left,  he  said  he  would  come  again 
with  the  rising  sun.  "They  believe  that  his  promise 
is  sure  and  will  not  abandon  hope.  .  .  ."3 

The  Aztecs  have  a  tradition  of  a  God,  suffering 
and  crucified,  named  Quetzalcoatl.  ".  .  .  He  prom- 
ised to  return  again  and  redeem  his  people.  He 
was  crucified."4 

"Las  Casas,  Spanish  Bishop  of  Chiapa,  states 
that  the  Indians  of  Yucatan  had  an  accurate  knowl- 

(Continued  on  following  page.) 

literally    "bird    serpent"    or    "plumed    serpent." 

-Quoted  by  J.  W.  Lesueur  in  Indian  Legends;  Press  of  Zion's 
Printing  and  Publishing  Company,  Independence,  Missouri,  1928; 
page  181. 

3Quoted  by  J.  W.  Lesueur,  Indian  Legends,  page  182. 

4Quoted  by  J.  W.  Lesueur,  Indian  Legends,  page  185. 


JANUARY     1969 


19 


THE  GREAT  WHITE   FATHER  WILL  RETURN    (Continued  from  preceding  page.) 


edge  of  the  Godhead,  believing  that  they  resided  in 
heaven,  even  the  Father,  the  Son  and  the  Holy 
Spirit.  The  Father  was  named  Yeona,  the  son  Ba- 
hab,  who  was  born  of  a  virgin  named  Chibirias,  and 
the  Holy  Spirit  was  called  Euach.  Bahab,  the  Son, 
they  said,  was  put  to  death  by  Euporo,  who 
scourged  him  and  put  on  his  head  a  crown  of  thorns 
and  placed  him  with  his  arms  stretched  out  upon  a 
beam  of  wood;  and  ...  on  the  third  day  he  came 
to  life  and  ascended  into  heaven,  where  he  is  with 
the  Father."5  [End  of  Scene  III.] 

When  Jesus  decided  to  restore  his  true  Church 
to  the  earth,  he  appeared  to  Joseph  Smith,  the 
Prophet,  and  told  him  to  organize  the  Church  and 
to  translate  some  ancient  writings  which  would  tell 
about  his  first  visit  to  America  long,  long  ago.  Our 
Book  of  Mormon  is  the  record  which  tells  about 
this  visit  and  about  the  ancestors  of  the  Indians 
who  had  already  lived  in  America  for  many,  many 
years  even  before  Christ  came  to  them.  The  Prophet 
knew  that  one  of  the  purposes  of  this  great  book 
was  to  teach  the  Indians  their  true  heritage  and 
present  the  gospel  to  them.  [End  of  Scene  IV.~\ 

Joseph  Smith  had  barely  organized  the  Church 
when,  in  September  1830,  four  young  men  were 
called  by  revelation  to  take  the  Book  of  Mormon 
to  the  Indians.  They  were  Oliver  Cowdery,  Ziba 
Peterson,  Peter  Whitmer,  Jr.,  and  Parley  P.  Pratt. 

It  took  a  great  deal  of  courage  for  these  young 
men  to  undertake  this  mission.  They  had  to  travel 
some  1500  miles,  much  of  it  through  heavily  tim- 
bered country  where  there  were  no  roads,  only  a 
few  wagon  tracks;  and  very  few  people  had  settled 
in  this  part  of  the  land.  Winter  was  coming  on,  and 
they  had  to  walk  all  the  way.  They  carried  knap- 
sacks on  their  backs  with  the  necessary  clothing  and 
food  and  copies  of  the  Book  of  Mormon.  They  be- 
gan their  journey  across  this  wild  country  not  know- 
ing the  route  they  should  follow,  but  they  knew  two 
things :  their  destination  and  their  purpose  in  going.0 
[End  of  Scene  V.] 

In  November,  1830,  the  missionaries  visited  with 
the  Wyandots  in  Ohio.  These  Indians  received  them 
warmly  and  were  joyous  over  the  story  of  their  an- 
cestors told  in  the  Book  of  Mormon  and  the  story 
of  the  first  visit  of  the  Great  White  God  and  his 
prophesied  return.  But  when  the  missionaries 
crossed  the  Kansas  River  to  preach  to  the  Delawares 
and  asked  to  see  their  chief,  he  would  not  see  them. 
But  as  the  missionaries  persisted,  through  an  inter- 
preter, explaining  about  the  Book  of  Mormon  and 
the  history  it  told  of  his  ancestors,  the  chief  called 


"Quoted  by  J.  W.  Lesueur,  Indian  Legends,  page  196. 
"John  Henry  Evans,    Joseph   Smith   An   American   Prophet;    The 
Macmillan  Company,  New  York,  N.Y.,   1964;   page  61, 


a  council  so  that  more  of  the  Indians  could  listen. 
Oliver  Cowdery  told  them  in  detail  about  the  book, 
and  the  few  Indians  who  could  read  were  given 
copies.    The  chief  said  to  them: 

We  feel  thankful  to  our  white  friends  who  have 
come  so  far,  and  been  at  such  pains  to  tell  us  good 
news,  and  especially  this  news  concerning  the  Book 
of  our  forefathers;  it  makes  us  glad  in  here,"  and  the 
speaker  of  the  tribe  placed  his  hand  on  his  heart. 
"It  is  now  winter;  we  are  new  settlers  in  this  place; 
the  snow  is  deep;  our  cattle  and  horses  are  dying; 
our  wigwams  are  poor,  we  have  much  to  do  in  the 
spring;  to  build  houses  and  fences  and  make  farms; 
but  we  will  build  a  council  house  and  meet  together, 
and  you  shall  read  to  us  and  teach  us  more  concern- 
ing the  Book  of  our  fathers,  and  the  will  of  the 
Great  Spirit.7 

After  long  years  in  darkness,  the  "wandering, 
restless  people"8  were  learning  through  the  Book 
of  Mormon  the  truth  about  their  Great  White  Fa- 
ther and  his  promise  to  come  again.  [End  of  Scene 

vi.-] 

Next  Month:  Three  true  stories  about  the  gospel  among 
the  Indians. 

How  To  Present  the  Flanneiboard  Story: 

Key  to  Flanneiboard  Figures 

OT— Old  Testament;  BM— Book  of  Mormon;  NT— New 
Testament;  CH — Church  History;  ML — Modern  Life; 
PGP — Pearl  of  Great  Price;  DC — Doctrine  and  Covenants. 

Many  flanneiboard  stories  and  centerspread  pictures 
have  been  printed  in  The  Instructor  that  could  be  used 
by  teachers  of  the  various  age  groups  to  enrich  portions 
of  this  story.  The  following  are  listed  for  this  purpose: 

"Prophets  Give  Us  Messages  from  God,"  December,  1966, 
flanneiboard  (Scene  I). 

"Mormon  Bids  Farewell  to  a  Once  Great  Nation,"  January, 
1962,  centerspread  (Scene  I). 

"Easter,  A  Very  Special  Day,"  February,  1966,  flannel- 
board   (Scene  II). 

"Jesus  Christ  Appears  Unto  the  Nephite  People,"  Decem- 
ber, 1962,  centerspread    (Scene  II). 

"Christ  Among  the  Nephites,  Parts  I  and  II,"  November 
and  December,   1959,  flanneiboard    (Scene  II). 

"Nephi  Was  Baptized  by  Immersion,"  November,  1966, 
flanneiboard  (Scene  II). 

"That  We  May  Always  Remember  Him,"  November,  1967, 
flanneiboard  (Scene  II). 

"How  We  Got  the  Book  of  Mormon,"  May,  1968,  flannel- 
board  (Scene  III) . 

"Joseph  Receives  the  Plates,"  January,  1959,  centerspread 
(Scene  III). 

Characters    and    Props    Needed    for   This    Presentation    Are: 

Christopher  Columbus  (ML68). 

Indian  in  headdress  (ML69). 

Jesus  Christ  in  white  robe  (BM99) . 

Two  Nephites  (BM100). 

Joseph  Smith  with  Book  of  Mormon  (CH164). 

7B.  H.  Roberts,  Comprehensive  History  of  the  Church;  Deseret 
News  Press,  Salt  Lake  City,  Utah,  1930;  Vol.  1,  page  253.  (See  also 
pages  251,  252.) 

sJohn  Henry  Evans,  Joseph  Smith  An  American  Prophet,  page  61. 


20 


TH  E     ! NSTRUCTOR 


Gold  plates  (CH165) . 
A  Book  of  Mormon. 
Three  Indian's  (ML70). 

Oliver  Cowdery,   Ziba  Peterson,   Peter   Whitmer,   Jr.,   and 
Parley  P.  Pratt  (CH166). 

Order  of  Episodes; 

Scene  I: 

Scenery:  Outdoor  scene.  Land  with  ocean  in  background. 
Action:  Christopher  Columbus  is  seen  greeting  Indians 
on  shores  of  America. 
Scene  II: 

Scenery:  Outdoor  scene.  Land  of  America  at  the  time 

of  Jesus'  crucifixion. 
Action:  Nephites  and  Lamanites  are  seen  with  Jesus 
in  their  midst. 
Scene  III: 

Scenery:  Outdoor  scene  in  America. 
Action:  Figures  of  Indians  are  placed  on  the  flannel- 
board  as  legends  of  the  Indians  are  told. 
Scene  IV: 

Scenery:  Outdoor  scene. 

Action:  Joseph  Smith  is  seen  with  the  golden  plates. 
Also  a  Book  of  Mormon  is  used  in  this  scene. 
Scene  V: 

Scenery:  Outdoor  scene  in  the  wilderness. 
Action:    Four    missionaries    with    knapsacks    on    their 
backs  are  walking  through  wild  countryside. 
Scene  VI: 

Scenery:  Outdoor  scene  of  an  Indian  village. 
Action:  Oliver  Cowdery  and  his  companions  are  talk- 
ing to  the  chief  of  the  Delawares  through  an  inter- 
preter. The  chief  calls  a  council  of  other  leaders 
to  hear  the  missionaries. 


Arrangement  of  Flannelboard  Scenes 


Library  File  Reference:  INDIAN  LEGENDS. 


TEACHING   HELPS  . 


MANKIND 


It's  All  in  the 
Way  You  Look  At  It! 

Before  Class 

This  may  take  some  searching,  but  you  can  do 
it.  And  it's  fun!  Find  two  pictures  about  the  same 
size — one  a  map  of  the  world  and  the  other  a  group 
of  children  or  young  people.  Paste  the  pictures  to- 
gether, back  to  back  (using  rubber  cement),  and 
let  them  dry.  Then  cut  this  into  a  simple  jigsaw 
puzzle.  You  will  also  need  two  pieces  of  heavy  paper 
or  cardboard,  one  on  which  to  work  the  puzzle,  and 
the  other  to  cover  it  so  that  it  can  be  turned  over 
without  falling  apart.  (This  project  will  turn  out 
better  if  you  practice  at  home.) 

In  Class 

Gather  the  students  around  a  table  and  invite 
them  to  put  together  the  picture  of  the  group  of 


{For  Course  8,  lesson  of  January  19,  "What  Can  We  Do?"  for 
Course  12,  lessons  of  January  19  and  February  9,  "A  Leader  Serves 
the  Lord"  and  "A  Leader  Stays  Away  From  Evil";  for  Course  14, 
lesson  of  January  26,  "Mortality";  for  Course  18,  lesson  of  January  5, 
"The  Worth  of  the  Individual";  to  support  family  home  evening 
lesson  14  and  19.) 


people.  Be  sure  they  assemble  it  on  one  of  the 
pieces  of  cardboard.  They  will  recognize  that  the 
other  side  is  a  map,  but  don't  tell  them  what  it  is. 
When  the  picture  is  completed,  turn  it  over  carefully 
and  show  the  map  of  the  world.  (If  you  haven't 
practiced  before,  you  will  now  wish  you  had!) 
Explore  these  thoughts  with  the  students: 

1.  What  is  the  relationship  of  young  people  to 
the  world? 

2.  What  do  we  mean  when  we  say,  "Put  the 
youth  together  properly  and  the  world  will 
turn  out  all  right?" 

3.  What  can  each  of  us  do  to  help  make  the 
world  a  better  place  for  everyone? 

— Ray  and  Janet  Balmforth. 


WORLD 

BUILDING 

SUPPLIES 


All  Welcome! 


JANUARY     1969 


21 


Superintendents 


1968-69 

LIMITED-CLASS 

PROGRAM 


1968-69  LIMITED-CLASS  PROGRAM 

(number  of  classes 
in  ward  or  branch) 

Titles  of  Manuals 

3 

5 

7 

Child  Area 

* 

& 

Gospel  Lessons  for  Little  Ones 

* 

* 

Growing  in  the  Gospel,  Part  II 
History  of  the  Church  for  Children 
Youth  Area 

H8 

* 

Scripture  Lessons  in  Leadership 
An  Introduction  to  the  Gospel 

* 

;f; 

* 

Scriptures  of  The  Church  of  Jesus  Christ 
of  Latter-day  Saints 

Adult  Area 

* 

& 

$ 

Teachings  of  the  Doctrine  and  Covenants 

*  Indicates  course  to  be  taught. 


In  some  of  the  smaller  wards 
and  branches  of  the  Church  there 
are  insufficient  members  to  hold 
all  of  the  classes  recommended  by 
the  Sunday  School  general  board. 
The  question  arises,  in  such  cases, 
as  to  which  classes  should  be  held 
and  which  eliminated.  A  schedule 
has  been  prepared  showing  the 
courses  to  be  taught  when  three, 
five,  or  seven  courses  are  offered, 
rather  than  the  full  schedule  of  12 
courses  (excluding  teacher  train- 
ing) used  in  the  larger  ward  or 
branch  Sunday  Schools. 

The  above  schedule  shows 
the  manuals  recommended  for 
each  of  these  situations  during  the 
1968-69  teaching  year.  In  the 
Child  and  Youth  areas,  in  order  to 
avoid  teaching  the  same  students 
from  the  same  manual  in  subse- 


quent years,  the  selection  of  cours- 
es must  be  rotated  from  year  to 
year. 

For  the  Adult  Area  it  would  be 
wise  for  the  superintendency  to 
evaluate  the  needs  of  the  adult 
members  and  use  that  €burse 
which  best  fills  these  needs.  In  most 
situations  it  is  assumed  that  the 
Gospel  Doctrine  manual  will  be 
used.  However,  under  some  cir- 
cumstances it  may  be  more  appro- 
priate to  use  the  Family  Relations 
manual  (Family  Home  Evening 
Manual)  or  the  Gospel  Essentials 
manual  (A  Marvelous  Work  and  a 
Wonder) .  In  the  Child  and  Youth 
areas  the  manuals  recommended 
on  the  chart  should  be  used  unless 
there  is  a  preponderance  of  young- 
er children  in  the  class. 

It  is  suggested  that  a  ward  or 


branch  expand  the  number  of 
courses  taught  as  soon  as  it  can 
do  so,  until  all  12  courses  recom- 
mended are  available  to  ward  or 
branch  members.  We  should  avoid 
reducing  the  number  of  courses 
offered  when  potential  class  mem- 
bers are  on  the  rolls  but  attend- 
ance is  down.  In  such  a  case,  extra 
effort  should  be  put  into  the  acti- 
vation program  to  build  attend- 
ance. Copies  of  the  Sunday  School 
activation  program  are  available 
and  may  be  ordered  from  the 
Church  Distribution  Center.1 

The  number  of  classrooms  avail- 
able may  limit  the  courses  taught 
in  some  situations.  Where  two  or 
three  wards  are  meeting  in  one 
building,  the  meeting  times  should 
be  staggered  to  maximize  available 
classrooms. 

The  interlacing  of  Sunday 
Schools  by  trying  to  conduct  the 
classes  of  one  ward  while  another 
is  holding  its  worship  service  fre- 
quently deprives  one  school  or  an- 
other of  needed  classroom  space. 
A  complete  separation  of  ward 
Sunday  School  programs  is  advis- 
able. But  the  use  of  a  double-ses- 
sion schedule  within  a  ward, 
(whether  in  a  single-,  double-,  or 
triple- ward  building  occupancy) 
can  release  classroom  space.  Sug- 
gested meeting  schedule  for  two- 
or  three-ward  building  occupancy 
for  single  and  double  Sunday 
School  sessions  is  available  on  re- 
quest.2 This  schedule  will  be  help- 
ful in  maximizing  the  use  of  class- 
rooms in  the  building  and  mini- 
mizing interference  between  the 
wards  involved. 

Uppermost  in  the  minds  of  the 
superintendency  should  be  the  de- 
sire to  have  the  gospel  of  Jesus 
Christ  taught  effectively  to  every 
member,  in  an  atmosphere  condu- 
cive to  gospel  learning. 

— Royden  G.  Derrick 

Asst.  General  Superintendent. 

1General  Church  Distribution  Center,  P.O. 
Box  11627,  33  Richards  Street,  Salt  Lake  City, 
Utah  84111;   10c  a  copy. 

2Deseret  Sunday  School  Union,  79  South 
State  Street,  Salt  Lake  City,  Utah  84111;  no 
charge. 


22 


TH  E      I  NSTRUCTOR 


Memorized  Recitations 


for  March  2, 1969 

The  following  scriptures  should 
be  memorized  by  students  of 
Courses  14  and  16  during  January 
and  February  and  recited  in  uni- 
son by  the  respective  classes  dur- 
ing Sunday  School  worship  service 
on  March  2,  1969. 

Course  14: 

(In  this  scripture,  Peter  reminds 
us  that  Christ,  who  was  perfect, 
suffered  and  died  so  that  we  who 
are  not  perfect  could  return  to  the 
presence  of  God,  as  resurrected 
beings.) 

"For  Christ  also  hath  once  suf- 

Answers  to  Your  Questions 


fered  for  sins,  the  just  for  the  un- 
just, that  he  might  bring  us  to 
God,  being  put  to  death  in  the 
flesh,  but  quickened  by  the  Spirit." 

—1  Peter  3:18. 
Course  16: 

(In  this  scripture  Paul  reminds 
us  that  Christ  lived  and  died  as  a 
mortal  man  in  order  to  open  a 
way  out  of  the  death  that  Adam 
brought  to  the  world.) 

"For  since  by  man  came  death, 
by  man  came  also  the  resurrection 
of  the  dead.  For  as  in  Adam  all 
die,  even  so  in  Christ  shall  all  be 
made  alive." 

—1  Corinthians  15:21,  22. 


Age  and  Advancement  to 
Senior  Sunday  School 

Q.  At  what  age  do  the  children 

leave  Junior  Sunday  School  on  the 

even  years,  when  Course  8  takes 

both  seven-   and  eight-year-olds? 

— New  England  Mission. 

A.  In  most  Junior  Sunday 
Schools,  where  there  is  room,  all 
children  in  Course  8  stay  in  Jun- 
ior Sunday  School  until  the  end 
of  the  school  year  in  August.  At 
this  time  most  of  them  are  eight 
and  nine  years  of  age  and  are  ad- 


vanced to  Course  9  in  the  senior 
Sunday  School. 

Teen-agers  and  the  Concert 
Recitation 

Q.  Some  teachers  have  difficulty 
in  getting  teen-agers  to  stand  up 
and  face  the  congregation  and  re- 
peat the  concert  recitation  during 
the  worship  service.  What  sugges- 
tion do  you  have  to  correct  this 
situation?  — Bountiful  Stake. 

A.  Pupils  should  know  that  there 
is  a  reason  for  learning  to  recite 


COMING   EVENTS 

April  4, 5,  6, 1969 
General  Conference 

•  •    • 

April  6, 1969 
Sunday  School  Conference 

•  •     • 

April  6, 1969 
Easter  Sunday 


from  memory  the  scriptural  pas- 
sage— it  is  a  needed  scripture  for 
later  use  in  the  mission  field.  The 
teacher  should  never  provide  writ- 
ten slips  of  paper  to  read  in  the 
worship  service  and  should  not 
condone  their  use.  When  teacher 
and  students  prefer,  they  may 
stand  facing  the  member  of  their 
class  at  the  pulpit  who  has  just 
finished  explaining  the  meaning  of 
the  verse  they  are  reciting,  or  they 
may  remain  seated.  (See  The  In- 
structor, January,  1968,  page  20.) 


TEACHING  AIDS  SPECIALISTS! 


Before  man  lies  the  ever-continuing  chal- 
lenge to  use  the  multitude  of  tools  which  our 
Heavenly  Father  has  inspired  to  shape  the 
lives  of  men.  The  teaching  aids  specialist  of 
the  Sunday  School  has  the  important  task  of 
helping  teachers  to  locate  and  utilize  some  of 
these  tools  of  teaching  in  order  that  the  Sun- 
day School  may  fulfill  its  role  in  teaching  the 
gospel. 


Beginning  with  the  next  issue,  The  Instruc- 
tor will  feature  a  regular  section  devoted  to 
aiding  the  teaching  aids  specialist  in  his 
work.  Such  articles  will  deal  with  "The  Tape 
Recorder  in  the  Classroom,"  "How  to  Make 
Slides  from  Magazines,"  "How  to  Use  the 
Overhead  Projector,"  etc.  Watch  for  these 
articles  in  The  Instructor. 

— Rex  A.  Wadham. 


JANUARY     1969 


23 


Teacher  Development  Lesson  for  Faculty  Meeting 

Effective  lessons — those  that  bring  about  changed 
habits  in  the  lives  of  class  members — are  strength- 
ened by  .  .  . 

SUMMARY 

AND  REVIEW 

To  the  Teacher  Trainer:  This  is  not  intended  to  be 
a  long  lesson.  After  emphasizing  the  main  points  of  the 
article,  it  is  suggested  that  you  discuss  additional  methods 
of  summarizing  and  reviewing  lessons.  Challenge  each  stu- 
dent to  apply  what  he  has  learned;  then  establish  a  follow- 
up  to  the  challenge. 

Teachers  appear  to  progress  through  different 
stages  of  development  in  the  process  of  becoming 
effective  teachers.  Four  stages  through  which  most 
of  us  seem  to  pass  are: 

(1)  "Can  I  make  it  through  the  lesson?" 

(2)  "Can  I  control  the  class?" 

(3)  "What  are  the  students  really  learning?" 

(4)  "How  can  each  student  apply  this  lesson  in 
his  life?" 

There  are  a  few  teaching  techniques  that  may 
assist  the  teacher  in  each  stage  of  his  development. 
One  is  the  application  of  effective  techniques  for 
reviewing  and  summarizing  lessons.  Following  is  a 
short  discussion  on  lesson  summaries  and  reviews, 
with  a  suggested  method  for  each. 

LESSON   SUMMARIES 

Effective  lesson  summaries  help  students  bring 
together  all  the  points  discussed  during  class  and 
put  them  in  proper  perspective.  During  the  sum- 
mary, the  teacher  highlights  important  points  that 
have  been  stressed  during  the  lesson  and  shows  the 
relationship  of  one  to  the  other.  It  is  during  the 
summary  that  the  teacher  focuses  on  getting  the 
commitment  needed  from  each  student  if  he  is  to 
apply  the  teachings  in  his  life. 

A  Method  for  Summarizing  a  Lesson 

Too  often  insufficient  time  is  left  near  the  end 
of  the  instruction  period  for  an  adequate  summary 
of  what  has  been  taught.  Rather  than  "unload" 
more  information,  it  is  advisable  to  present  less 
material  during  the  lesson  and  leave  time  for  an 
adequate  summary. 

Sufficient  time  for  summaries  will  permit  teach- 
ers to  use  effective  summary  techniques.  One 
suggestion  is  to  involve  students,  rather  than  sum- 
marizing each  lesson  in  lecture  form.  Sample  ques- 
tions to  help  involve  students  are: 


by  Ruel  A.  Allred 

1.  What  do  you  consider  the  most  important 
thing  you  have  gained  from  this  lesson?  (One  or 
more  students  could  be  pre-warned  that  they  will  be 
asked  this  question.) 

2.  What  are  you  going  to  do  before  next  Sun- 
day to  apply  today's  lesson  in  your  own  life? 

LESSON   REVIEWS 

Effective  reviews  are  also  valuable  to  strengthen 
the  lessons  taught  and  ensure  their  application.  In 
this  process  the  teacher  usually  takes  the  first  few 
minutes  of  a  class  period  to  review  and  help  students 
place  the  day's  lesson  in  proper  perspective  to  pre- 
vious lessons.  During  this  time  the  teacher  can 
determine  the  students'  knowledge  of  lessons  already 
covered.  This  discovery  should  give  the  teacher 
some  direction  in  presenting  the  current  lesson.  One 
of  the  most  important  functions  of  the  review  of 
previous  lessons  is  to  find  out  whether  or  not  each 
student  has  achieved  the  desired  objective. 

A  Method  for  Reviewing  a  Lesson 

Frequently  a  teacher  begins  the  lesson  with 
the  question,  "How  many  remember  what  we 
studied  last  week?"  or,  "What  did  we  study 
about  last  week?"  Even  though  students  were  atten- 
tive during  the  previous  week,  often  they  are  hard- 
pressed  to  remember  the  exact  topic  or  the  content 
of  the  material  without  a  reminder  of  some  kind. 
Naturally,  if  they  have  been  applying  the  lesson  in 
their  lives  during  the  week,  it  will  be  easier  for  them 
to  review  the  previous  lesson.  Even  then,  it  will  be 
more  effective  if  the  teacher  greets  the  class  with  a 
statement  such  as: 

1.  Last  week  we  studied  about (mention 

the  lesson  topic).  What  is  the  most  important  thing 
you  remember  from  our  discussion? 

2.  You  were  to  (state  the  application  of 

the  lesson)   during  the  week  as  an  application  of 

last  week's  lesson  on (state  the  subject  of  the 

lesson).  John,  would  you  mind  telling  us  your  ex- 
periences as  you  put  this  lesson  into  practice? 

The  challenge  is  given  you,  as  a  teacher  in  the 
Church,  to  use  these  techniques  during  the  coming 
month  when  you  summarize  or  review  at  least  one 
lesson.  The  challenge  is  also  given  you  to  devise  an 
effective  method  of  your  own  for  summary  and  re- 
view. A  variety  of  techniques  will  help  you  keep 
lessons  interesting  and  effective.  They  will  also  help 
you  progress  from  the  "Can  I  make  it?"  stage  to 
the  "How  can  each  student  apply  this  lesson  in  his 
life?"  stage. 


Library  File  Reference:   TEACHERS    AND   TEACHING—TECHNIQUES. 


24 


THE     IN  STRUCTOR 


Our  Worshipful 
Hymn  Practice 

Senior  Sunday  School  Hymn  for  the  Month  of  March 


Hymn:  "Let  Earth's  Inhabitants 
Rejoice";  author,  William  Clegg;  com- 
poser, Leroy  J.  Robertson;  Hymns — 
The  Church  of  Jesus  Christ  of  Latter- 
day  Saints,  No.  93. 

In  many  areas  of  Christendom 
the  period  prior  to  Easter  is  char- 
acterized by  penitence  and  intro- 
spection; personal  appetites  are 
limited,  and  the  individual  is 
called  upon  to  deny  himself  in  a 
far  greater  way  than  at  any  other 
time  during  the  year.  When  peo- 
ple enter  into  such  activities  with 
true  intent,  the  effect  upon  the 
believers  can  only  be  good.  Each 
Sunday,  as  we  attend  Church  and 
partake  of  the  emblems  of  the 
sacrament,  our  thoughts  are  led  to 
the  sacrifice  of  the  Savior.  When 
we  partake  with  true  intent,  the 
effect  should  be  a  constant  aware- 
ness of  Christ's  sublime  sacrifice, 
which  in  turn  should  lead  us  to  a 
better  life,  week  by  week, 
throughout  the  year. 

In  March,  as  we  approach  the 
Easter  season  and  the  commemo- 
ration of  Christ's  triumphant 
victory  over  death,  perhaps  we 
can  look  even  beyond  that  glori- 
ous occasion  to  the  establishment 
of  the  "peaceable  kingdom,"  when 
the  lion  will  lie  down  with  the 
lamb  and  the  ultimate  hopes  of 
Easter  will  be  realized  in  their  en- 
tirety. That  will  be  the  great 
"millennial  day,"  a  time  that  is 
dealt  with  by  the  hymn  for  the 
month  of  March.  Then  will  we  see 
the  "peace  on  earth"  spoken  of  by 
the  angels  on  that  night  at  Beth- 
lehem. Then,  as  William  Clegg 
wrote  in  this  hymn — "The  day  by 
holy  men  foretold,  when  man  no 
more  with  man  will  strive,  and  all 
in  each  a  friend  behold'' — this 
time  will  in  truth  be  with  us. 

The   sincerity   and  hopefulness 


of  this  text  is  masterfully  set  to 
music  by  one  of  the  leading  musi- 
cians of  our  time,  Leroy  J.  Rob- 
ertson, whose  contributions  to  the 
musical  heritage  and  general  cul- 
ture of  the  Church  can  hardly  be 
overestimated.  This  setting  is  all 
the  more  interesting  when  we  note 
that  the  musical  motive  with 
which  it  begins  is  the  same  one 
the  composer  used  in  another  ex- 
cellent hymn,  "Great  God,  to 
Thee  My  Evening  Song."  The 
rhythm  is  different,  however,  and 
the  entire  musical  structure 
changes  after  the  first  two  mea- 
sures— an  example  of  the  various 
directions  similar  musical  mate- 
rials can  take  in  the  hands  of  a 
capable  composer.  Notice  also  the 
means  by  which  unity  is  achieved 
in  the  music — through  the  con- 
struction of  each  musical  phrase 
on  the  basis  of  six  half-notes  fol- 
lowed  by  two  quarters.  Such  a 
procedure  permits  considerable 
latitude  in  the  music  itself;  and 
as  is  evident  here,  the  rhythm  is 
the  only  musical  element  which  is 
repeated. 

Despite  this  fact,  however,  the 
hymn   should   present   few   prob- 


lems to  the  congregation,  since  its 
tempo  is  deliberate  and  the  voice- 
leading  logical.  The  bass  line  is 
the  most  adventurous  one,  and  if 
part-singing  is  done  with  this 
hymn  it  may  give  some  difficulty, 
particularly  in  the  chromatic  pro- 
gression on  the  final  line.  Have 
the  organist  play  the  hymn  in  a 
firm  style,  clearly  outlining  the 
progressions  with  clean  articula- 
tion of  the  notes  and  with  a  good 
release  at  the  end  of  each  phrase. 
Be  sure  your  conducting  reflects 
this  same  broad  character,  taking 
advantage  of  the  natural  dynamic 
build-up  on  the  next  to  the  last 
phrase.  The  volume  then  will 
naturally  subside  at  the  conclu- 
sion of  each  stanza. 

Use  this  fine  hymn  again  and 
again  in  the  coming  months,  and 
do  the  same  with  the  other  prac- 
tice hymns,  thus  continuing  to 
build  for  your  congregation  an 
ever-growing  awareness  and  love 
for  the  many  excellent  examples 
of  Mormon  hymnody. 

— Ralph  Woodward. 


Organ  Music  To  Accompany  March  Sacrament  Gems 


Simplice 


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jBZ 


kl=k 


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£ 


Darwin  K.  Wolford 


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J  J  JuJ 


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JANUARY      1969 


25 


Junior  Sunday  School   Hymn  for  the  Month  of  March 


Hymn:  "He  Shall  Feed  His  Flock"; 
from  Handel's  Messiah;  The  Children 
Sing,  No.  181. 


He  Shall  Feed  His  Flock 

Larghetto  from  Handel's  "Messiah*' 


As  Sister  Dunn  opened  The  In- 
structor for  the  month  of  January, 
1969,  to  preview  the  hymn  for  the 
month  of  March,  she  remembered 
that  this  was  the  last  of  three  ex- 
cerpts from  music  masterpieces: 
"But  the  Lord  is  Mindful  of  His 
Own,"  in  January;  Mozart's  "Al- 
leluja,"  in  February;  and  now 
Handel's  "He  Shall  Feed  His 
Flock,"  in  March.  She  felt  a  thrill 
of  satisfaction  to  think  she  had 
been  instrumental  in  bringing  an 
experience  with  this  high  musical 
expression  into  children's  lives  as 
a  counterbalance  to  the  raucous 
and  banal  music  which  assaults 
them  each  waking  hour  of  their 
days  in  this  twentieth  century. 
She  kept  The  Instructor  open  to 
that  page  of  music,  and  set  it  in 
her  kitchen  window  where  she 
could  practice  and  thoroughly 
memorize  the  music  as  she  went 
about  her  household  work. 

The  next  Sunday  she  began 
reviewing  this  number  with  the 
organist,  along  with  the  "Alle- 
luja"  which  she  would  be  pre-  (Use  a  conducting  pattern  of 
senting  in  February.  The  organist  slow  4,  not  12.)  This  melody  she 
began  playing  a  bit  too  fast.  Sis-  felt  must  move  smoothly  as  a 
ter  Dunn  taught  her  to  count  five  limpid  brook,  but  with  a  slight 
counts  in  six  seconds  and  use  that  feeling  of  ripple  under  the  surface, 
tempo      |  as  an  appropriate    As    the    two    musicians    worked 


March   Sacrament  Gems 


tempo 


for    the    dotted    quarter     through  the  number,  they  decided 


note,  the  beat  note  of  12/8  time: 

4    J-      J.       J-      J- 


Senior  Sunday  School 

"And  this  is  life  eternal,  that 
they  might  know  thee  the  only 
true  God,  and  Jesus  Christ,  whom 
thou  hast  sent."1 


Junior  Sunday  School 

The  Savior  said,  "If  ye  love  me, 
keep   my   commandments."2 

3  John  17:3. 
^John  14:15. 


to  ask  Brother  Goodman  with  his 
beautiful  violin  playing  and  Bro- 
ther Barnes  with  his  light,  easy 
tenor  voice,  to  introduce  the  song. 
Sister  Dunn  met  with  them  to 
make  certain  they  were  using  the 
same  tempo  and  interpretation 
she  wanted  for  the  children. 

On  that  first  Sunday  in  March 
when  the  singer  and  violinist  in- 
troduced the  song,  Sister  Dunn 
asked  the  children  what  other 
songs  they  had  sung  about  the 
same  subject.  Some  children 
guessed  the  "Carol  of  the  Shep- 
herds" from  last  Christmas,  and 
they  sang  it.  Others  guessed 
"Little  Lambs  So  White  and  Fair," 
and  they  sang  that.  They  decided 
this  was  closer  to  the  feeling  of  this 
new  song.  Then  Brother  Good- 
man and  Brother  Barnes  pre- 
sented "He  Shall  Feed  His  Flock." 


26 


THE     I  N  STR UCTOR 


The  children  sang  after  them, 
"Little  Lambs  So  White  and 
Fair."  Then  the  violinist  and 
singer  performed  "He  Shall  Feed 
His  Flock"  once  more,  so  all  could 
feel  the  similarity  of  the  two 
pieces. 

Sister  Dunn  had  found  in  the 
ward  library  a  picture  of  Jesus 
carrying  on  his  arm  a  little  lamb. 
She  introduced  the  picture  at  first 
with  just  the  bottom  one-third 
exposed  and  had  the  children 
guess — by  the  open  sandals,  the 
hillside  vegetation,  and  the  hem 
of  the  robe — whose  picture  it 
might  be,  when  he  might  have 
lived,  and  where.  Then  she  ex- 
posed the  middle  one-third,  and 
the  children  found  that  this  robed 
figure  was  carrying  a  shepherd's 
staff  in  one  hand  and  a  lamb  in 
the  other.  They  discussed  how  the 
shepherd  might  feel  toward  the 
lamb  and  how  the  lamb  would  feel 
toward  the  shepherd,  judging  from 
the  way  he  was  holding  it.  Finally 
she  revealed  the  entire  picture  to 
show  that  it  was  the  Savior — the 
Good  Shepherd!  The  picture  went 
on  the  wall  over  a  label  for  March, 
alongside  the  pictures  for  January 
and  February. 

As  the  children  listened  to 
Brother  Goodman  and  Brother 
Barnes  present  the  song  again, 
Sister  Dunn  encouraged  them  to 
find  a  gentle,  swaying  movement 
and  to  clap  their  hands  before 
them,  first  at  the  left  side  of  the 
body  and  then  at  the  right  side. 
Then  she  had  them  clap 
STRONG-weak-weak  on  the  left 


side  and  STRONG-weak-weak  on 
the  right  side,  to  give  the  feeling 
of  the  subdivided  pulse. 


CLAP  right  hand 
against  left 


CLAP  left  hand 
against  right 


Repeat; 
then  add: 


CLAP-clap-clap 
(right  hand 
against  left) 


CLAP-clap-clap 
(left  hand 
against  right) 


On  the  second  Sunday  she  sang 
the  song  for  the  children,  letting 
them  show  again  the  swaying 
movement  and  clap  the  sub- 
divided pulse.  Then  she  had  them 
listen  carefully  to  the  music  and 
show  with  their  hands  how  the 
melody  moved  up  and  down.  They 
gained  an  understanding  of  its 
contour,  which  starts  high,  dips 
low,  returns  high,  and  drops 
suddenly  on  the  last  note.  She 
held  up  the  red  traffic-light  card 
and  sang  the  first  phrase,  then 
turned  the  green  traffic-light  card 
and  had  the  children  echo  it  after 
her.  She  sang  the  second  phrase 
while  they  "stopped,  looked,  and 
listened,"  then  turned  on  the  "go" 
sign  and  had  them  echo  the  sec- 
ond phrase.  In  the  same  manner 
she  went  through  the  third  and 
fourth  phrases. 

He  shall  feed  his  flock  like  a 

shepherd, 
And  gently  lead 
And  gently  lead  those 
That  are  with  young. 

Since  their  Junior  Sunday 
School  room  had  both  a  piano  and 
an  organ,  Sister  Dunn  had  the 
organist  go  to  the  piano  and  play 


the  song  with  a  rather  percussive, 
detached  kind  of  feeling.  Then  she 
had  her  go  to  the  organ  and  play 
it  with  a  smooth,  connected  touch. 
She  asked  the  children  which 
style  seemed  to  fit  the  song  best. 
She  asked  them  to  sing  the  song 
the  way  the  piano  played  it,  with 
choppy,  percussive  voices;  then 
she  asked  them  to  sing  it  the  way 
the  organ  played  it,  with  smooth, 
connected  voices.  They  recognized 
the  desirability  of  the  second  way. 
Realizing  that  the  learning  of 
these  recent  three  hymns  was 
quite  a  significant  achievement 
for  the  children,  Sister  Dunn 
asked  the  coordinator  and  the 
superintendent  if  it  would  be  all 
right  to  offer  to  have  the  children 
sing  these  numbers  in  sacrament 
meeting.  It  was  arranged  with  the 
bishop  for  the  children  to  sing  all 
three  numbers  at  sacrament  meet- 
ing on  April  13th.  With  this  added 
incentive,  Sister  Dunn  helped  the 
children  sing  in  a  very  light,  con- 
nected tone,  with  careful  attention 
to  phrasing.  The  children's  singing 
added  a  touch  of  significant 
beauty  to  the  sacrament  service 
that  evening;  and  it  brought  to 
the  meeting  some  parents  who 
might  not  have  come  otherwise. 

Note:  The  hymn  practice  period  in 
March  might  well  be  supplemented 
with  other  Easter  music  such  as:  "I 
Know  That  My  Redeemer  Lives" 
(The  Children  Sing,  No.  17);  "Beauti- 
ful Savior"  (No.  195);  "Christ  Is 
Risen"  (No.  160);  "Little  Lambs  So 
White  and  Fair"  (The  Instructor, 
April,  1968);  "Hosanna"  (The  Instruc- 
tor, November,  1966,  and  January, 
1968). 

— D.  Evan  Davis. 


HAGAR 

by  Evelyn  Wooster  Viner 


The  dusky  lily  of  the  fertile  Nile 

Droops  underneath  a  burning  foreign  sky. 

Her  prayers  ascend  to  stranger  God;  meanwhile 

She  sadly  waits  for  Ishmael  to  die. 

The  Pharaoh-flowered  insolence  is  withered  now- 

Pride  is  crushed  out  by  Justice's  heavy  hand; 


No  tears  can  thorny  wilderness  endow 
With  subtle  fragrance  of  the  Egyptian's  land, 
But  still  the  seed  of  Abraham  must  live — 
From  dusty  soil  the  clear,  sweet  waters  spring. 
This  parched,  unwatered  land  will  freely  give 
Life  to  a  child  ordained  the  wanderer's  king. 


JANUARY     1969 


27 


WHEN 

A 

CHILD 

LIES 


by  Victor  B.  Cline 


Train  up  a  child  in  the  way  he  should  go:  and 
when  he  is  old,  he  will  not  depart  from  it.  Withhold 
not  correction  from  the  child.  .  .  .  (Proverbs  22:6; 
23:13.) 

While  Old  Testament  admonitions  have  been 
softened  by  New  Testament  emphasis  on  love  and 
compassion,  still  the  basic  suggestion  that  parents 
are  responsible  for  training  and  chastening  their 
children  (albeit  with  love  and  skill)  is  as  valid 
today  as  it  was  then.  One  of  the  seven  deadly  sins1 
we  are  told,  is  "a  lying  tongue";  so,  in  the  process 
of  training  a  child,  how  do  we  correct  lying? 

All  children  occasionally  stretch  the  truth,  exag- 
gerate, or  tell  fibs.  A  child  is  not  born  with  a  fully 
developed  conscience,  moral  sense,  or  complete 
knowledge  of  right  and  wrong.  He  has  to  be  taught 
to  be  honest,  truthful,  genuine,  and  sincere.  This  is 
accomplished  only  over  a  period  of  years  when  par- 
ents set  appropriate  examples  and  give  proper  coun- 
sel to  direct  him  effectively.  Also,  some  of  this 
learning  must  come  from  the  child's  own  unguided 
experience,  both  within  and  outside  of  the  family, 
where  he  finds  that  it  is  ultimately  to  his  personal 
advantage  to  be  truthful  and  honest  in  his  dealings 
with  others. 

However,  the  child  also  needs  to  be  taught  that 
there  are  occasions  when  reputations  and  feelings 


(For  Course  6,  lessons  of  March  9  and  16,  "Speak  the  Truth" 
and  "Honesty  Is  a  Law";  for  Course  8,  lesson  of  January  19,  "What 
Can  We  Do?"  for  Course  14,  lesson  of  January  26,  "Mortality";  for 
Course  16,  lesson  of  March  9,  "Sin";  and  of  particular  interest  to 
parents.) 

iSee  Proverbs  6:16-19. 


28 


Art  by  Dale  Kilbourn- 

TH  E      I  NSTRUCTOR 


may  be  deeply  hurt  by  telling  the  "brutal"  truth. 
He  needs  to  learn  that  sometimes  it  is  necessary  to 
discreetly  change  the  subject  or  say  nothing  in  order 
to  avoid  injury  or  betrayal  of  others;  and  that  in 
doing  so  he  can  still  maintain  his  integrity  and  re- 
main honest. 

Seven  Reasons 

When  a  child  lies  or  is  dishonest,  it  is  usually  for 
one  of  the  following  seven  reasons:  (1)  to  avoid  pun- 
ishment, exposure,  or  embarrassment;  that  is, 
to  escape  or  avoid  unpleasantness;  (2)  to  obtain 
some  special  advantage  or  profit;  (3)  to  protect  an- 
other— such  as  a  friend — out  of  a  sense  of  loyalty; 
(4)  to  draw  attention  to  himself  (for  example:  a 
child  uses  lying  as  a  way  of  upsetting  parents  and 
obtaining  their  concern  or  attention);  (5)  to  hurt 
or  punish  others — an  act  of  malice  or  revenge;  (6) 
to  give  voice  to  his  imagination  (for  example:  "I  saw 
elephants  in  my  bedroom  last  night") ,  which  some- 
times signifies  an  inability  to  distinguish  between 
fantasy  and  reality;  (7)  to  lie  for  the  sake  of  lying. 
This  latter  offense  occurs  in  the  case  of  the  psycho- 
pathic liar,  in  which  falsehood  telling  is  chronic,  con- 
tinuous, and  frequently  without  purpose  or  gain. 
This  sort  of  lying  reflects  a  more  profound  emo- 
tional disturbance  which  requires  professional  help. 

Parental  Response 

The  crucial  factor  in  dealing  with  most  cases  of 
childhood  fibbing  is  the  response  of  parents  when 
the  youngster  first  starts  experimenting  in  telling 
untruths.  In  the  beginning  this  should  be  dealt  with 
firmly  and  kindly.  There  are  dangers  in  completely 
ignoring  a  fib — the  child  may  come  to  feel  that  it 
does  not  matter  and  that  lying  is  acceptable  be- 
havior— but  there  are  dangers  in  going  to  the  oppo- 
site extreme  of  violently  chastening  the  child  and  in 
the  process  making  him  feel  that  he  is  terrible  and 


evil.  The  severity  of  punishment  and  tactics  used 
should  be  determined  to  some  extent  by  the  motiva- 
tion behind  the  fibbing.  If  the  lie  is  a  result  of  confu- 
sion about  the  facts,  or  a  blurring  in  the  child's 
mind  about  the  difference  between  what  he  imagines 
and  what  really  happened,  a  kindly  discussion,  plus 
time  and  an  increase  in  maturity,  will  solve  the 
problem.  If  it  is  told  out  of  malice  or  as  a  way  of 
getting  another  child  into  trouble,  it  will  do  the  par- 
ents no  good  to  get  terribly  angry — but  they  do 
need  to  take  consistent  action  every  time. 

Some  penalty  needs  to  be  attached  to  the  act — 
no  TV  for  several  nights,  being  placed  in  a  room 
alone  for  a  brief  period,  no  baseball  game  Friday — 
or  something  similar  which  will  have  a  significant 
effect  on  the  child,  yet  still  not  be  cruel.  Later, 
when  both  are  calm,  the  parent  should  discuss  the 
matter  with  the  child,  illustrating  the  repercussions 
of  telling  falsehoods.  The  youngster  needs  to  be 
taught  that  when  he  tells  a  falsehood,  sooner  or  later 
it  will  be  found  out,  and  that  there  is  always  a  nega- 
tive consequence.  So  lying  just  does  not  pay  off.  It  is 
up  to  the  parents  to  make  sure  that  it  does  not  pay 
off.  But  whatever  is  done  should  be  done  out  of  a 
sense  of  love  and  concern  for  the  child — not  as  a 
way  of  solving  parental  frustrations  or  satisfying 
Dad's  anger. 

All  of  our  children,  regardless  of  their  inclina- 
tions and  personality  traits,  need  instruction, 
counsel,  love,  discipline,  direction,  and  training.  Just 
because  a  child  fibs  a  lot  does  not  mean  that  he  is 
hopeless  or  that  somehow  his  parents  have  failed. 
It  merely  means  that  he  needs  the  kinds  of  experi- 
ences and  training  which  will  help  him  correct  this 
weakness.  Parents  should  remember  that  all  dis- 
cipline, if  properly  administered,  is  a  form  of  love 
and  is  a  way  of  saying,  "We  care." 

Library  File  Reference :  HONESTY. 


A  SAFETY   PIN 

Repentance  is  like  a  safety  pin 

that  covers  the  hole  where  the  rent  has  been. 

But  there  is  something  more  to  do 

before  my  mending  job  is  through. 

To  say  I  repent  is  good  and  fine, 

but  to  mend  my  soul  I  need  spiritual  twine. 

"Dear  Lord,  when  I  my  soul  have  patched, 

and  my  clumsy  stitches  are  glowing, 

Remember  I  tried  so  very  hard — 

And  I'm  glad  my  repentance  is  showing!" 

— Winnie  Stokes. 


JANUARY     1969 


29 


Missionaries  are  finding  that  Book  of  Mormon 
history  and  Indian  traditions  walk  together — 

HAND  IN  HAND 

by  Max  B.  Elliott* 


On  a  hot  summer  day  in  the  Southwest  Indian 
Mission,  two  young  missionaries  climbed  into  their 
pickup  truck  and  started  across  the  beautiful  Ari- 
zona desert.  They  were  glad  to  be  alive  and  doing 
the  work  of  the  Lord.  Across  the  valley  they  could 
see  numerous  little  whirlwinds  carrying  funnels  of 
dust  over  the  sagebrush.  On  the  roadside  a  young 
Navajo  girl  was  watching  a  small  band  of  sheep. 
She  was  dressed  in  a  bright  blue  velvet  blouse  and 
a  long  colorful  skirt  that  reached  her  ankles.  The 
missionaries  were  impressed  with  the  modesty  of 
these  people. 

The  trusty  pickup  truck  soon  brought  them  to 
their  first  hogan — an  Indian  home  which  looked  like 
a  big  mound  of  dirt  with  a  door  and  a  small  window 
placed  in  it.  From  a  distance  it  was  hard  to  dis- 
tinguish the  hogan  from  the  land.  As  the  elders 
walked  toward  the  hogan,  they  observed  a  wagon 
and  two  horses  tied  under  a  shade  tree.  They  also 
noticed  that  in  the  willow-shade-house  or  "ch'ah'oh" 
someone  had  started  to  weave  a  beautiful  rug. 

The  missionaries  knocked  on  the  little  door  of 


(For  Course  8,  lessons  of  February  16  and  March  2,  "Those  Who 
Seek  the  Truth"  and  "Indians  Are  Waiting  for  the  Gospel";  for 
Course  12,  lesson  of  January  26,  "A  Leader  Is  Obedient";  for  Course 
14,  lesson  of  January  5,  "Book  of  Mormon";  for  Course  18,  lesson 
of  February  2,  "The  Book  of  Mormon";  for  Course  30,  lessons  of 
March  9  and  16,  "Israel  in  Latter  Days"  and  "The  True  Church, 
A  Missionary  Church";    and  of  general   interest.) 


the  little  home  and  were  invited  in  Navajo  language 
to  enter.  In  the  two  years  he  had  been  working  with 
these  wonderful  Navajo  people,  the  senior  elder 
could  remember  only  once  or  twice  when  he  had  not 
been  welcomed  into  their  homes. 

As  the  elders  entered  the  hogan,  they  were  greet- 
ed by  an  old  Navajo  man  whom  they  recognized  as 
a  spiritual  leader  called  "Ha  taatii,"  or  the  "Chanter" 
or  "Singer"  in  Navajo  language,  but  nicknamed 
"Medicine  Man"  by  the  white  people.  He  was  friend- 
ly as  he  called  his  family  together  to  hear  the  elders. 
They  all  sat  in  a  circle  in  the  hogan,  giving  the  seat 
of  honor  to  the  missionaries.  This  seat  of  honor  was 
covered  with  a  beautiful  hand-woven  woollen  blan- 
ket and  was  elevated  slightly  above  those  seated  on 
the  ground.  The  family  was  very  quiet,  their  dark 
eyes  sparkling  in  anticipation  as  they  waited  for  the 
missionaries  to  tell  them  the  Mormon  story. 

The  cottage  meeting  began  with  a  customary 
hymn,  and  the  younger  of  the  two  missionaries  of- 
fered prayer.   Then  the  senior  missionary,   feeling 


*Max  Brent  Elliott  was  born  in  Farmington,  Utah,  and  served  in 
the  Southwest  Indian  Mission  from  1955  to  1957.  He  has  attended 
Weber  College  (1953-54)  and  Brigham  Young  University  11958-59) 
and  now  works  as  a  land  surveyor  with  the  Davis  County  Sur- 
veyor's office.  He  has  been  a  Sunday  School  teacher,  MIA  super- 
intendent and  elders  quorum  president.  He  is  currently  a  counselor 
in  the  Farmington  2nd  Ward,  Davis  (Utah)  Stake,  where  he  and  his 
wife,  Margaret  Ann  Webb,  live  with  their  four  children  and  a  student 
from  the  Indian  Placement  Program, 


30 


THE     INSTRUCTOR 


Art  by  Dale  Kilhourn. 


very  young  and  very  nervous  in  trying  to  teach  a 
man  of  so  many  years  and  of  such  great  wisdom  as 
the  Ha  taatii,  reached  into  his  briefcase  and  pulled 
out  the  pictures  he  had  prepared  to  help  tell  the 
Book  of  Mormon  story.  Speaking  in  the  Navajo 
language,  the  young  missionary  told  the  family 
about  Lehi,  who  long  moons  ago  had  brought  his 
family  to  America;  and  of  the  wonderful  records  they 
brought  with  them  which  told  of  our  Father  in 
heaven  and  of  the  creation  of  the  earth.  The  elder 
explained  to  them  that  this  Book  of  Mormon  con- 
tained many  of  the  same  records  found  in  the 
Old  Testament.  He  also  told  them  that  their  Navajo 
ancestors  had  known  Jesus  Christ,  the  Son  of  God; 
and  that  when  he  was  born  a  sign  had  been  given 
them  which  consisted  of  three  days  of  light.  And 
when  Christ  was  crucified  another  sign  was  given 
to  the  people — they  had  three  days  of  darkness, 
with  great  destruction,  and  the  whole  face  of  the 
earth  was  changed.  Later,  this  same  Jesus  Christ, 
who  had  been  raised  from  the  dead,  came  and  visited 
among  their  forefathers  in  America  and  taught  them 
how  to  live;  he  organized  his  true  Church  among 
them.  After  doing  this,  he  left,  but  he  promised 
them  that  he  would  come  to  earth  again.  The  young 
missionary  went  on  to  explain  that  after  many  years 
the  people  forgot  the  teachings  of  Jesus  and  be- 
came very  wicked.  There  were  many  wars;  and 
finally  the  Nephite  people  were  destroyed  by  the 
Lamanites.  The  present-day  Indians,  he  told  them, 
were  descendants  of  these  Lamanites. 

The  missionaries  told  the  Indians  about  Joseph 
Smith,  and  how  Jesus  and  God  the  Father  appeared 
to  him;  how  Jesus  had  told  Joseph  that  the  true 
church  was  not  upon  the  earth  but  that  he  had  been 
chosen  to  restore  it  once  again.  The  missionary  then 
bore  his  testimony,  telling  them  that  he  knew  these 
things  were  true,  that  the  Book  of  Mormon  was  a 
true  record,  and  that  the  true  church,  The  Church 
of  Jesus  Christ  of  Latter-day  Saints,  had  been  re- 
stored once  again  to  the  earth. 

As  the  Mormon  story  unfolded,  the  Indian  fam- 
ily listened  intently.  The  spiritual  leader  was  espe- 
cially interested  and  kept  nodding  his  head  in 
agreement.  When  the  missionary  finished  speaking, 
the  spiritual  leader  spoke  excitedly,  "Hihi  Beehozin 
El  Hihi'hane,"  which  interpreted  means,  "With  us 
there  is  knowledge;  these  things  our  story  it  is." 

Continuing  in  Navajo,  he  informed  the  mission- 
aries that  he  knew  their  story  was  true,  that  it  was 


THEIR  STORY— the  Navajo  story— the  same  that 
had  been  handed  down  from  generation  to  genera- 
tion among  their  people — sometimes  a  little  differ- 
ent, but  essentially  the  same  story.  Their  forefathers 
had  recorded  it  on  gold  and  metal  plates.  But  Nava- 
jo stories  are  very  sacred  to  the  tribe,  and  it  is  diffi- 
cult to  get  them  to  tell  much.  Some  of  the  stories 
related  to  the  missionaries  were:  the  Creation;  the 
Flood;  the  Cloud  upon  the  Mountain;  their  wars  and 
contentions  with  people  dressed  in  armor,  led  by  a 
man  with  a  great  sword  or  spear  (some  say  he  was 
white) .  The  story  of  the  Dine  Naakitsaadoah  NDakai 
(the  Twelve  Disciples)  was  the  very  same — twelve 
men  went  among  the  people  telling  of  our  Heavenly 
Father.  When  the  old  Navajo  was  questioned  about 
the  names  of  these  Twelve  Disciples,  he  said  that 
their  names  were  traditionally  very  sacred  and  were 
spoken  only  in  winter  time. 

Some  of  the  Indian  traditions  made  the  mis- 
sionaries smile  because  the  stories  had  become  dis- 
torted, as  many  false  doctrines  and  fables  had  crept 
into  them. 

What  a  thrilling  experience  for  the  young  mis- 
sionaries! They  felt  the  Spirit  of  the  Lord  with  them 
in  great  abundance  as  they  listened  to  the  aged 
Navajo.  And  hours  passed  like  minutes  as  he  told 
the  history  of  his  people,  of  the  Indian  traditions, 
and  how  the  Indian  story  went  "hand  in  hand" 
with  the  story  in  the  Book  of  Mormon.  Truly  it  was 
"a  familiar  spirit,  out  of  the  ground."  (Isaiah  29:4.) 

As  the  missionaries  left  the  hogan  and  walked 
down  the  dusty  trail  to  their  pickup,  they  felt  the 
Spirit  of  the  Lord  still  about  them,  and  they  agreed 
that  it  was  a  wonderful  opportunity  to  work  among 
these  chosen  people.  They  knew  that  some  day  the 
Indian  people  would  take  their  rightful  place  as 
leaders  of  their  great  country,  as  promised  by  the 
prophets: 

And  the  gospel  of  Jesus  Christ  shall  be  declared 
among  them;  wherefore,  they  shall  be  restored  unto 
the  knowledge  of  their  fathers,  and  also  to  the 
knowledge  of  Jesus  Christ,  which  was  had  among 
their  fathers. 

And  then  shall  they  rejoice;  for  they  shall  know 
that  it  is  a  blessing  unto  them  from  the  hand  of 
God;  and  their  scales  of  darkness  shall  begin  to  fall 
from  their  eyes;  and  many  generations  shall  not  pass 
away  among  them,  save  they  shall  be  a  white  and 
delightsome  people,  (3  Nephi  30:5,  6.) 


Library  File  Reference :  INDIANS— LEGENDS. 


JANUARY      1969 


31 


Quarterly  Outline  of  Sunday  School  Lessons 

3rd  Quarter,  1968-69 


COURSE  OF 
STUDY 
1968-69 

Course  No.  3: 

Gospel  Lessons 

for 

Little  Ones* 

Course  No.  4: 

Beginnings  of 

Religious  Praise* 

Course  No.  6: 

Growing  in 

the  Gospel, 

Part  II* 

Course  No.  8: 

Living  Our 

Religion,  Part  11* 

Course  No.  10: 

History  of  the 

Church   for 

Children 

Course  No.  12: 

Scripture  Lessons 

in  Leadership 

APPROXIMATE 
AGES 

Nursery 
3 

Advanced  Nursery 
4 

Kindergarten 
5,  6 

Primary 
7,  8 

9,  10 

11,  12 

Date  of  Lesson 
MARCH  2 

Other   People 

Have  Things 

That  Belong  to  Them 

(28) 

Thanks  to 

Our  Heavenly 

Father 

(47) 

Obedience 
Is  a     Law 

(27) 

Indians  Are 

Waiting  for  the 

Gospel 

(26) 

Mormon 

Pioneers  upon 

the  Great  Plains 

(25) 

A  Leader 
Serves 

(24) 

MARCH  9 

We  Are  Happy 
When  We  Share 

(29) 

We  Help  Take 

Care  of 

Ourselves 

(48) 

Speak  the 
Truth 

(28) 

Missionaries 

Are   Blessed 

(27) 

Water 
Pioneers 

(26) 

A  Leader 
Has  Courage 

(25) 

MARCH  16 

We  Like  to  Share 

at  Sunday  School 

(30) 

Right 
Choices 

(49) 

Honesty 

Is  a  Law 

(29) 

The  Gift  of 

the   Holy  Ghost 

(28) 

This  Is 
the  Place 

(27) 

A  Leader 

Understands 

Baptism 

(26) 

MARCH  23 

Who  Sleeps? 
(14) 

We  Grow 
Bigger 

(50) 

We  Are 

Commanded 

To  Pray 

(30) 

Our  Church 
Welfare 
Program 

(30) 

Activities  in 
the  New  Zion 

(28) 

A  Leader 
is  Faithful 

(27) 

MARCH  30 

Where  They  Sleep 
(15) 

We  Come 

to  This  Earth 

(16) 

We  Are 

Commanded 

To   Be  Reverent 

(31) 

Heavenly  Father 

and 

Jesus  Christ 

(31) 

Ask,  and  It 
,        Shall  Be 
Given  You 
(29) 

A  Leader 

Honors 

His  Parents 

(28) 

APRIL  6 

(Easter) 

Easter  Is  A 

Happy  Time 

(13) 

Those  Who  Have 

Returned  to 

Heavenly  Father 

(17) 

Easter 

Is  a 

Sacred   Day 

(14) 

The  Resurrection 

(Easter  Lesson) 

(19) 

Easter 

Easter 

APRIL  13 

Who  Awakens? 
(16) 

Heavenly  Father 

Planned  Families 

(11) 

We   Keep  the 

Sabbath  Day 

Holy 

(32) 

A  Merciful  Person 
Is  Willing 
To,  Forgive 

(32) 

The  Fight 
against 
Famine 

(30) 

A  Leader 

Is 

Against  Evil 

(29) 

APRIL  20 

What  They  Do 

When  They 

Awaken 

(17) 

Our  Family 

Is  Happy 

(12) 

The  Word 

of  Wisdom 

(33) 

The  Pure  in 
Heart 

Are  Honest 
(33) 

Handcart 

Companies 

and  Stagecoach 

Days  (31) 

A  Leader 

Has  Righteous 

Friends 

(30) 

APRIL  27 

We  Help 

Father  and  Mother 

Within  the  Home 

(18) 

Animals 

Have  Families 

(13) 

We  Pay 
Tithing 

(34) 

Out  of  the 

Abundance  of 

the  Heart 

(34) 

Buildings  on 
Temple 
Square 

(32) 

A  Leader 
Repents 

(31) 

MAY  4 

We  Help 

Father  and  Mother 

Outside  the  Home 

(20) 

Our   Fathers 

and  Mothers 

(1) 

When  We 

Believe, 
We  Obey 

(35) 

Pure 
in  Heart 

(35) 

Indians, 

Friend  and 

Foe 

(33) 

A  Leader 

Is  on 

the  Lord's  Side 

(32) 

MAY  11 

Mother's  Day 
Program 

09) 

Heavenly  Father 

Wants  Us 

To  Help 

(2) 

Mother's  Day 
(21) 

Our  Mothers  Are 

Kind  and 

Merciful  (29) 

Mother's  Day 

Mother's 
Day 

MAY   18 

We  Help 
Grandmother  and 
Grandfather 
(21)    , 

When  We  Go  to 

Heavenly  Father's 

House 

(23) 

Repentance 
(36) 

Am  1 
My  Brother's 

Keeper? 
(36) 

An  Army 

against 

the  Mormons 

(34) 

A  Leader 

Seeks  the 

Kingdom  of  God 

(33) 

MAY  25 

Father  and  Mother 
Are  Happy  When  We 
Go  to  Sunday  School 

and  Primary  (22) 

Our  Church 

Is  Growing 

(24) 

When  We 

Repent 

(37) 

Tolerance 

(37) 

Pioneer  Life 

in  Utah 

(35) 

A  Leader 

Produces 

Good  Fruits 

(34) 

*  Junior  Sunday  School  lessons  have  been  rearranged  for  more  effective  presentation 
at  appropriate  times  of  year.  Enrichment  in  The  Instructor  will  be  planned  to  support 
lessons  as  outlined  above. 


32 


TH  E     I NSTRUCTOR 


Quarterly  Outline  of  Sunday  School  Lessons 

3rd  Quarter,  1968-69 


Course  No.  14: 
A  Marvelous  Work 
and  a  Wonder** 

Course  No.  16: 

An  Introduction 

to  the  Gospel 

Course  No.   18: 

Scriptures  of  The 

Church  of  Jesus  Christ 

of  Latter-day  Saints 

Course  No.  23: 

Teaching 

the 

Gospel 

Course  No.  26: 

Family  Home 

Evening 

Course  No.  28: 

Teachings  of  the 

Doctrine  and 

Covenants 

Course  No.  30: 
A  Marvelous  Work 
and  a  Wonder** 

13,  14 

15,  16 

17-22 

Preservice 
Teachers- 
Adults 

Family 
Relations- 
Adults 

Gospel  Doctrine- 
Adults 

Gospel  Essentials- 
Adults 

Review 

(25) 

Our  Acceptance 

of  Jesus  Christ 

(21) 

Brotherhood  and   Equality 

Among  Men 

(24) 

The  Church's 

Plan  for  Teaching 

(23) 

Priesthood,  A 

Power  for  Good 

(24) 

The  Evils 

of 

Poverty 

(22) 

Gathering 

Taking  Place 

(25) 

Unit  7 
Repentance 

(26) 

Sin 
(22) 

God's  Relationship 

to  Man 

(25) 

Preparing  for 

Church  Teaching 

(24) 

Many  Are  Called 

but  Few 

Are  Chosen 

(25) 

Consecration 

and 
Stewardship 

(23) 

Israel  in 

Latter  Days 

(26) 

Unit  7 
Baptism 

(27) 

Overcoming 
Sin 
(23) 

Book  of  Mormon 

Teachings  About  Prayer 

(26) 

Teachers  Must 

Become  Scholars 

(25) 

Then  Shall 

Thy  Confidence 

Wax  Strong 

(26) 

Law  of 

Tithing 

(24) 

True  Church, 

A  Missionary 

Church 

(27) 

Unit  8 
Holy  Ghost 

(28) 

Meaning 
of 

Baptism 
(24) 

First  Principles 
and  Ordinances 

(27) 

Your 

Stewardship 

(26) 

Wisdom  and 

Order  in 
AH  Things 

(27) 

Review 

A  Voice 

of  Warning 

(28) 

Unit  9 

Temple 

Ordinances 

(29) 

Questions  on 
Baptism 

(25) 

First  Principles 

and  Ordinances 

(Continued) 

(28) 

Summary  and 

Evaluation 

(27) 

1   Say  unto 

You,  Be  One 

(28) 

Uphold 

Good 

Government 

(25) 

His 

Many 

Mansions 

(29) 

Easter 

Easter 

Easter 

Graduation 

Easter 

Easter 

Easter 

Unit  9 

Temple 

Ordinances 

(30) 

Remission 

of  Sins 

(26) 

Gems  of  Wisdom 
(29) 

CO 

■o 

On 

i— » 

cs 

CI 

•*£ 

a, 

5 
V) 

J  s 

•  * 

1  s 

~  -E 

-a  *" 

t   c 

"•■§ 

£  • 

.  8 

c 
o    a> 

S  15 

-Sa 

fl 

c 
'5 

k. 
1— 

k. 

01 

-c 

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a 

V 

i— 
it- 

Gifts  for  the 

Benefit  of  All 

(29) 

Seek  Wise 
and  Good 

Men 

(26) 

Road  to 

Salvation  and 

Exaltation 

(30) 

Unit  10 

Israel 

(31) 

Gift  of 
the 
Holy  Ghost 
(27) 

The 

Doctrine  and  Covenants 

(30) 

Let's  Be 

Talent  Scouts 

(30) 

Why  Man 
Should   Forgive 
(27)   ' 

Whence 

Cometh 

Man? 

(31) 

Unit  10 
Israel 

(32) 

The 

Sacrament 

(28) 

Distinctive  Features 

of  the 

Doctrine  and  Covenants 

(31) 

Of  Your  Own 

Free  Will 

(31) 

Church 

Courts 

(28) 

Foreordination 
(32) 

Unit  11 

The  Sabbath 

(33) 

The  Church- 
Its  Nature 
and  Place 
(29) 

Reasonableness    of 

Teachings  of  the 

Doctrine  and   Covenants 

(32) 

Beyond  the 

Call  of  Duty 

(32) 

Rules 

of  Health 

(29) 

Sons  and 

Daughters 

of  God 

(33) 

Mother's 
Day 

Mother's  Day 

Mother's   Day 

Mother's  Day 

Mother's  Day 

Mother's  Day 

Unit  11 

The  Sabbath 

(34) 

Priesthood- 
Divine 
Authority 
(30) 

Gems  from  the 

Doctrine  and  Covenants 

(33) 

The  World 

Around  Us 

(33) 

The  Blessing 

of  Children 

(30) 

Why  Is 

Man   Here? 
(34) 

Unit  11 

Word  of 

Wisdom 

(35) 

Priesthood 

Organization 

and  Functions 

(31) 

Review 

Review 

Experience 
(31) 

Marriage  and 

Family 
Relationships 

(35) 

Numbers  in  parentheses  are  manual  lesson  numbers. 
*  Separate  Teacher's  Supplements  are  provided  for  Courses  14  and  30. 


JANUARY      1969 


33 


Sixteen-year-old  David  accepted  the  challenge  of  family  night  to  discover  the  values  of  .  .  . 


Art  by  Travis  Winn. 


LOVE  AND  A  FIVE-DOLLAR  BILL 


I  am  certain  I  must  be  one  of  the  luckiest  boys 
alive!  The  trust  and  bonds  that  exist  within  our 
family  are  among  my  most  valued  possessions. 

Our  family  night  every  Sunday  brings  us  all 
close  together  and  gives  me  a  great  deal  of  food  for 
thought.  One  particular  lesson  took  me  on  quite  an 
unexpected  course.  That  week  the  subject  was  "lov- 
ing one's  neighbor."  We  had  spent  the  evening  talk- 
ing about  the  benefits  and  happiness  that  can  come 
to  people  who  live  outside  themselves  by  thinking 
of  others.  Just  after  we  had  finished — I  don't 
know  whether  it  was  by  coincidence  or  by  design — 
we  heard  the  doorbell  ring.  When  the  door  was 
opened,  in  stepped  a  neighbor — a  tall,  distinguished 
gentleman  whom  I  had  always  looked  up  to  and 
admired. 

He  began  to  talk  with  my  father.  The  conversa- 
tion seemed  to  be  centered  around  me,  so  being 
rather  curious,  I  walked  over  to  see  what  it  was  all 
about.  I  soon  discovered  that  he  wanted  me  to 
water  his  lawn  for  two  weeks  while  his  family  was 
on  vacation.  I  immediately  accepted  the  responsi- 
bility, and  he  pulled  out  of  his  pocket  a  new  five- 
dollar  bill.  My  face  lit  up  with  pleasure.  This  really 
made  my  day! 


(For  Course  3,  lesson  of  February  2,  "We  Are  Kind  to  Our 
Friends";  for  Course  4,  lesson  of  February  2,  "Our  Friends  and 
Neighbors";  for  Course  6,  lesson  of  February  2,  "We  Love  Our 
Neighbors";  for  Course  8,  lesson  of  January  19,  "What  Can  We  Do?"; 
for  Course  18,  lesson  of  January  5,  "The  Worth  of  the  Individual"; 
for  Course  26,  lesson  of  February  2,  "Enjoy  Your  Neighbor";  to 
support   family   home   evening   lesson    21;    and    of    general    interest.) 


After  the  neighbor  had  left  I  hurried  over  to  the 
family  and  proudly  displayed  my  five-dollar  bill. 
Father  gave  me  a  long,  thoughtful  look  and  then 
said,  "Dave,  how  would  you  like  to  try  an  experi- 
ment?" He  didn't  need  to  say  more — I  could  see 
that  bill  was  not  going  to  be  with  me  very  long. 

He  went  on — "We've  been  talking  about  loving 
our  neighbors.  Why  don't  we  take  this  opportunity 
to  show  the  Sharp  family  we  really  love  them? 
Would  you  like  to  take  the  five  dollars  back  and 
tell  Dr.  Sharp  you  want  to  take  care  of  his  lawn 
out  of  the  love  and  respect  you  have  for  his  family?" 

Not  too  willingly,  I  took  the  money  back  to  my 
neighbor.  It  took  a  little  while  for  me  to  get  over 
thinking  of  my  father's  idea  as  "way  out,"  but  other 
experiences  throughout  my  life  have  taught  me  that 
my  parents  are  sometimes  rather  wise. 

When  the  Sharp  family  left  on  their  trip,  their 
lawn  had  many  large  brown  spots  on  it  and  was 
somewhat  undernourished.  I  decided  to  give  it  all 
that  I  had  to  make  it  green  again.  I  watered  it — 
making  sure  the  brown  spots  received  more  moisture 
than  other  parts  o  the  lawn.  In  fact,  I  watered  it 
so  much  that  one  of  the  neighbors  remarked,  "It 
isn't  necessary  to  make  a  swamp  out  of  it." 

It  seemed  like  a  mighty  slow  process  as  I  tried 
to  get  the  green  back  into  the  brown  areas,  but  the 
happy  day  finally  came  when  the  spots  were  actually 
as  bright  and  green  as  the  rest  of  the  lawn  and  I 


34 


THE      I  NSTRUCTOR 


realized  the  reward  that  comes  from  perseverance. 
The  neighbors  were  due  home  the  following  day, 
and  I  was  ready  and  waiting  for  them.  I  was 
anxious  for  their  arrival  and  their  reaction  to  the 
lawn  I  had  just  cut,  trimmed,  and  cared  for.  Their 
expressions  of  appreciation  and  approval  were  great- 
er than  anything  I  had  anticipated,  and  the  five- 
dollar  bill  seemed  insignificant  compared  to  the  feel- 
ing of  joy  that  completely  filled  my  heart  when  Dr. 
Sharp  extended  his  hand  and  made  me  feel  like  I 
was  12  feet  tall! 

This  experience  opened  a  whole  new  gateway  of 
opportunity  for  me.  Since  then  I  have  tried  to  dis- 
cover different  ways  to  help  all  my  neighbors  so  that 


I  might  build  on  this  foundation  of  friendship.  It 
is  interesting  to  observe  the  law  of  cause  and  effect 
in  action,  and  in  this  case  I  have  noticed  this:  When 
you  do  something  for  others,  they  want  to  do  some- 
thing for  you,  in  return.  As  I  see  it,  this  enriches 
friendships,  produces  trust,  and  builds  strong  bonds 
between  us  and  our  neighbors.  It  is  a  good  example 
of  that  often-quoted  principle,  "As  a  man  soweth, 
so  shall  he  also  reap." 

— David  Derrick* 


*David  Glade  Derrick,  the  son  of  Assistant  Sunday  School 
Superintendent  Royden  G.  Derrick,  is  an  Eagle  Scout  and  a  sopho- 
more at  East  High  School  in  Salt  Lake  City.  He  lives  with  his 
family  in  the  Monument  Park  Second  Ward,  Monument  Park  (Utah) 
Stake. 
Library  File  Reference:  LOVE. 


PRIESTHOOD 
OFFICES 

by  Richard  0.  Cowan 

In  his  great  revelation  on  priesthood,  the  Lord 
pointed  out  that  all  offices  are  appendages  to  the 
Melchizedek  Priesthood.  (See  Doctrine  and  Cove- 
nants 107:2-5.)  This  means  that  these  offices,  rather 
than  adding  to  the  authority  of  the  priesthood, 
depend  upon  the  priesthood  for  their  authority. 
Each  office  has  its  unique  functions  which  have 
been  outlined  in  the  Lord's  revelations. 

A  helpful  distinction  can  be  made  between  priest- 
hood offices  (discussed  below)  and  ecclesiastical 
offices.  Once  one  has  had  the  priesthood  itself 
conferred  upon  him,  he  can  lose  it  only  through  ex- 
communication.1 Offices  in  the  priesthood  are  re- 
ceived through  ordination.  Ecclesiastical  offices,  on 
the  other  hand,  are  received  through  being  set  apart 
and  are  not  permanent;  they  are  held  only  until  one 
is  released.2 

The  office  of  bishop  is  both  a  priesthood  office 
and  an  ecclesiastical  office.  A  high  priest  who  receives 
this  calling  is  ordained  to  the  priesthood  office  of 
bishop  and  is  set  apart  to  the  ecclesiastical  office  as 
bishop  or  presiding  high  priest  of  his  given  ward. 
After  his  release,  if  he  were  to  move  to  another  ward 
and  again  be  called  as  bishop,  he  would  not  have 

(For  Course  6,  lesson  of  January  12,  "Priesthood  Was  Restored"; 
for  Course  16,  lessons  of  May  18  and  25,  "Priesthood — Divine  Author- 
ity" and  "Priesthood  Organization  and  Functions";  for  Course  18, 
lesson  of  January  26,  "The  Christian  Church";  for  Course  26,  lesson 
of  March  2,  "Priesthood,  A  Power  for  Good";  for  Course  28,  lesson 
of  April  27,  "Church  Courts";  for  Course  30,  lessons  of  January  5 
and  12,  "Melchizedek  Priesthood  Officers"  and  "Aaronic  Priesthood 
Officers";  to  support  family  home  evening  lesson  24;  and  of  general 
interest.) 

1  Joseph  F.  Smith,  The  Improvement  Era,  Volume  11,  pages  456- 
466. 

-Harold  B.  Lee,  Church  News,  August  26,  1961;  pages  8-10. 


to  be  re-ordained  but  only  set  apart  as  bishop  of 
the  new  ward. 

First  Presidency 

Counselors  in  the  First  Presidency  are  set  apart 
as  counselors  to  the  President  of  the  Church  then 
serving.  Therefore,  upon  the  death  of  the  president, 
the  counselors  are  automatically  released  and  the 
quorum  of  the  First  Presidency  is  completely  dis- 
solved. 

The  basic  number  of  three  in  the  First  Presidency 
has  been  supplemented  by  additional  counselors  on 
several  occasions  in  Church  history.  In  1837  Joseph 
Smith  had  additional  counselors;3  in  1873  Brigham 
Young  named  five  assistant  counselors;4  currently, 
President  McKay  has  a  total  of  five  counselors. 

Aaronic  Priesthood  Offices 

Specific  duties  of  Aaronic  Priesthood  offices  are 
outlined  in  the  Doctrine  and  Covenants  20:46-59. 
Notice  how  the  responsibilities  of  these  offices  are 
cumulative — earlier  duties  are  not  lost  as  the  priest- 
hood bearer  advances  to  higher  offices.  Notice  also 
how  strengthening  others  in  the  gospel  is  an  essen- 
tial part  of  each  office. 

Duties  of  the  bishop,  who  is  the  presiding  officer 
within  the  Aaronic  Priesthood,  are  outlined  in  other 
sections  of  the  Doctrine  and  Covenants.  (See  58:17, 
18;  68:14-24;  107:68-75.) 

Melchizedek  Priesthood  Offices 

Jesus  Christ  is  the  head  of  this  Church.  Under 
his  direction  is  a  prophet  or  the  "President  of  the 
High  Priesthood."  (See  Doctrine  and  Covenants  107: 
64,  65.)  Under  the  "President  of  the  High  Priest- 
hood" stands  the  Council  of  the  Twelve  Apostles  or 
special  witnesses  for  Christ.  (See  Doctrine  and  Cove- 
nants 107:23.) 

(Concluded  on  following  page.) 

3See  Documentary  History  of  the   Church,  Volume  2,  page  509; 
Journal  History,  3  September  1837. 
4See  Journal  History,  8  April  1873. 


JANUARY     1969 


35 


PRIESTHOOD   OFFICES     (Concluded  from  preceding  page.) 


Under  this  leadership  are  formed  stakes  which 
stand  in  support  of  the  Presidency  and  the  Twelve. 
The  man  who  stands  at  the  head  of  a  stake  organi- 
zation is  called  a  "standing  president."  (See  Doc- 
trine and  Covenants  124:134,  135.)  Like  the  head 
organization,  each  stake  has  a  council  of  twelve  to 
assist  its  president.  This  is  called  the  "standing  high 
council."  (See  Doctrine  and  Covenants  107:36.) 
Under  this  leadership  are  elders  called  "standing 
ministers."  (See  Doctrine  and  Covenants  124:137.) 
Hence  the  stake  organization  resembles  that  of  the 
Presidency  and  Twelve. 

As  a  "standing  minister"  the  major  responsibility 
of  the  elder  is  to  minister  in  spiritual  things  at  the 
local  level  (see  Doctrine  and  Covenants  124:137; 
107: 11,  12) ;  but  he  may  also  be  called  to  travel  as  a 
missionary.  (See  Doctrine  and  Covenants  84:111.) 
Like  the  Twelve,  the  seventies  are  called  to  be  "espe- 
cial witnesses"  of  Christ  "unto  the  Gentiles  and 
in  all  the  world."  (Doctrine  and  Covenants  107:25.) 
Unlike  the  elders  or  high  priests,  they  have  the  re- 
sponsibility of  being  prepared  to  leave  home  when 
necessary  and  to  act  as  ''traveling  ministers"  (107: 
97)  or  ''traveling  elders"  (124:138-139)  in  the  inter- 
ests of  missionary  work.  The  high  priest  is  a  "stand- 
ing president"  (Doctrine  and  Covenants  124:133- 
135)  with  the  calling  to  preside  in  local  Church  or- 
ganization. Notice  how  the  term  "standing"  is  ap- 
plied to  those  whose  prime  responsibilities  are  local, 
while  "traveling"  is  used  to  describe  the  others.  Thus, 
the  Twelve  constitute  a  "traveling  high  council" 
(Doctrine  and  Covenants  107:34)  in  contrast  to  local 
stake  "standing  high  councils"  (107:36).  All  of  these 
officers  can  be  described  as  "pastors"  or  shepherds 
— in  many  languages  the  words  for  "pastor"  and 
"shepherd"  are  the  same. 


The  Patriarch 

The  patriarch  (chief  father)  is  termed  an 
"evangelical  minister"  or  evangelist  in  the  reve- 
lation. (Doctrine  and  Covenants  107:39  and  its  ac- 
companying footnote  x.)  These  titles  come  from  the 
word  "evangel"  meaning  gospel.  Thus,  the  patriarch 
is  one  who  applies  gospel  principles  to  the  lives  of 
individuals  through  inspired  blessings. 

Quorums 

Quorums  are  organized  to  help  their  members 
live  the  gospel  and  become  better  prepared  to  dis- 
charge the  duties  of  their  priesthood  office.  (See, 
for  example,  Doctrine  and  Covenants  107:89.)  The 
Doctrine  and  Covenants  specifies  the  sizes  of  com- 
plete quorums;  notice  how  they  double  in  size  from 
office  to  office.  (See  accompanying  chart.) 

"Let  Every  Man   Learn  His  Duty" 

The  accompanying  chart  shows  that  not  all  of 
the  priesthood  offices  had  been  restored  at  the  time 
of  the  organization  of  the  Church  in  1830.  As  long 
as  there  is  a  living  prophet  guiding  the  Church 
through  revelation,  the  process  of  restoration  will 
continue.  Recently,  priesthood  correlation  and  the 
appointment  of  the  regional  representatives  of  the 
Twelve  constituted  significant  developments. 

The  Lord  has  promised  great  blessings  to  those 
who  "magnify"  or  enlarge  the  importance  of  their 
callings  through  devoted  service.  (See  Doctrine  and 
Covenants  84:33-41.)  At  the  end  of  his  great  reve- 
lation on  priesthood,  the  Lord  exhorted: 

.  .  .  Let  every  man  learn  his  duty,  and  to  act 
in  the  office  in  which  he  is  appointed,  in  all  diligence. 
(Doctrine  and  Covenants  107:99.) 


Library  File  Reference:  PRIESTHOOD. 


EVIDENCE  OF  THINGS  NOT  SEEN 


I  shall  ignore  you,  Winter, 
Refuse  to  recognize 
Your  snowdrift  and  your  ice  field, 
For  well  I  realize 


And  every  mottled  sparrow 
Shall  have  a  scarlet  wing, 
And  every  silent  blackbird 
Shall  lift  his  voice  and  sing; 


That  just  across  your  border 
The  Springtime  waits  for  me; 
So  I'll  dress  all  your  bare  trees 
In  filmy  greenery. 


For  I  will  search  the  grayness 
And  find  a  spot  of  blue, 
Where  spring  and  hope  and  heaven 
Will  all  come  shining  through. 

— Florence  French. 


36 


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Second    Class    Postage    Paid 
at  Salt  Lake  City,   Utah 


It  was  one  of  those  rare  dinners 
where  men  and  women  from  across 
the  nation  gather  to  salute  a  re- 
tiring associate.1  He  had  been  an 
executive  of  one  of  the  world's 
largest  insurance  companies. 

Not  many  times  have  I  heard  so 
many  glowing  tributes  to  a  living 
subject  at  one  sitting.  I  jotted 
on  the  printed  program  some  of  the 
lines,  including  this: 

"He  created  a  reputation  for  me 
with  others  which  I  am  still  trying 
to  earn." 

Tonight,  on  the  back  of  a  cab 
pulling  away  from  our  hotel  in 
Miami  Beach,  was  a  message  on  a 
red  card  reading:  "Invest  in 
people."  The  cab  melted  into  the 
darkness  before  I  could  see  whether 
the  sign  was  an  advertisement  for 
a  mortuary,  the  United  Fund,  or 
some  other  institution  seeking 
patronage. 

In  any  event,  that  tribute  of  an 
insurance  executive  to  his  retiring 
superior  reminds  me  that  one  of 
the  best  ways  to  invest  in  people 
is  to  sincerely  expect  much  of 
them.  And  then  let  them  and 
others  know  what  you  expect. 

When  we  were  boys,  there  was 
a  smiling,  dimpled  mother  up  the 
street  who   amused  us  with  her 

(For  Course  14,  lesson  of  January  26, 
"Mortality";  for  Course  18,  lesson  of  January 
5,  "The  Worth  of  the  Individual";  for  Course 
26,  lesson  of  March  16,  "Then  Shall  Thy  Con- 
fidence Wax  Strong";  to  support  family  home 
evening  lesson   26;    and  of  general   interest.) 

sterling  W.  Sill,  upon  his  retirement  from 
The  New  York  Life  Insurance  Company,  Sep- 
tember 11,   1968. 


"""" 

0000001025    CHRC 47E- 1 1 

3  2 '.17  99 

CHURCH    HISTORIANS    OFF  I 

C/O    JSOEPH    F    SMITH 

47    E     SO    TEHPLE 

. 

SALT     LAKE     CITY                            UT 

am 

LOOK  TO  THE  SKY 

EDDIE  RICKENBACKER:  THAT  IS  WHERE  I  EXPECT  YOU  TO  SOAR! 


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frequent  reminders  of  what  her 
sons  were  going  to  be  when  they 
grew  up.  One  was  going  to  be  a 
doctor;  another,  a  lawyer  or  an 
engineer,  I  recall.  I  do  not  know 
what  all  of  her  sons  have  achieved, 
but  I  do  know  that  today  the 
eldest  is  an  M.D. 

Read  through  Paul's  two  epistles 
to  Timothy  in  the  New  Testament. 
Here  you  find  a  great  soul  growing 
greater  as  he  esteemed  his  young 
convert.  Paul  complimented  him 
by  calling  Timothy  "my  own  son 
in  the  faith."2  Later  the  apostle 
reminded  Timothy:  "Neglect  not 
the  gift  that  is  in  thee,  which  was 
given  by  prophecy."3  Again:  "But 
thou,  0  man  of  God,  flee  these 
things;  and  follow  after  righteous- 
ness, godliness,  faith,  love,  pa- 
tience, meekness."4  Later  Paul 
counseled  his  young  friend  to 
"keep  that  which  is  committed  to 
thy  trust."5 

Can  you  see  Timothy  reaching 
and  moving  upward  with  that  kind 
of  warm,  encouraging  esteem? 

Last  week  I  strolled  with  our  two 
sons,  16  and  12  years  of  age, 
through  the  vast  United  States  Air 
Force  Museum  at  Dayton,  Ohio. 
There  were  displayed  models  of 
military  aircraft  beginning  with  the 
crate-like  Wright  Brothers'  1909 
Military  Flyer  (maximum  speed: 
42  mph)  and  continuing  through 
an  intercontinental  ballistic  missile 
(maximum    speed:     over     16,000 


2l  Timothy  1:2. 
31  Timothy  4:14. 
*1  Timothy  6:11. 
Bl  Timothy  6:20. 


mph)  and  an  astronaut  space  ship. 
Perhaps  the  most  dominant  per- 
sonality in  that  museum  is  Eddie 
Rickenbacker,  World  War  I  "Ace 
of  Aces,"  hero  in  World  War  II, 
and  top  airlines  executive.  Eddie's 
portrait  appears  in  the  museum's 
hall  of  fame,  and  there  is  also  a 
full  length  oil  of  him  as  a  pilot. 

The  visit  brought  back  memories 
of  a  drive  our  sons  and  I  enjoyed 
with  Mr.  Rickenbacker  from  our 
airport  some  five  years  ago.  The 
lads  shortly  before  had  lost  their 
mother  to  cancer.  On  this  visit 
Mr.  Rickenbacker,  the  battle- 
scarred  old  warrior,  talking  with 
both  toughness  and  tenderness, 
said  to  the  boys  something  like 
this:  "Without  your  mother,  you 
will  probably  have  to  scratch 
harder.  That  can  help  you  be- 
come greater  men."  Later  Eddie 
Rickenbacker  sent  each  an  auto- 
graphed copy  of  one  of  his  books. 

The  inscription  at  the  Air  Force 
museum's  entrance  reads,  in  part: 

"Since  the  beginning  of  time, 
there  have  been  those  men  who 
looked  to  the  sky,  who  envied  birds 
their  graceful,  soaring  flight,  who 
said  to  themselves,  'If  I  could  but 
fly. 

Eddie  Rickenbacker  seemed  to 
say  to  our  sons:  "Look  to  the  sky. 
That  is  where  I  expect  you  to 
soar." 

There  is  a  man  who  seems  really 

to  know  how  to  invest  in  people. 

— Wendell  J.  Ashton. 


Library  File  Reference:   CHARACTER  DEVEL- 
OPMENT.